English Projects for Secondary and Bachillerato Education

Opinions _ Men&Women stereotypes in tv spots

2012-02-20T23:09:00.001Z

http://www.youtube.com/watch?v=wzsz0W2ZZF0&feature=youtube_gdata_player

SENTENCE CONNECTORS (PATTERNS USES AND EXAMPLES):

2012-02-12T20:59:00.001Z

CONECTORES DE CONTRASTE-ADVERSATIVOS:

Añaden una negación a la frase anteriormente mencionada, una frase opuesta a la otra. Por ejemplo: but, however, yet, still, instead, on the contrary.

but - pero however - sin embargo

nonetheless / nevertheless - sin embargo
yet / even so - sin embargo, aun así
still - sin embargo
instead - en su lugar, en lugar de ello
on the contrary - por el contrario

________________
but - pero

He spoke clearly, but I didn't understand him.
Habló claramente pero no lo entendí
She saw me, but she didn't recognize me.Ella me vió pero no me reconoció.

however - sin embargo

They were not having fun; however they stayed until the party was over.
Ellos no se estaban divirtiendo; sin embargo se quedaron hasta que la fiesta terminó.
He doesn't study much; however he gets good grades at school.El no estudia mucho; sin embargo obtiene buenas notas en la escuela.

nonetheless / nevertheless - sin embargo

It was very stormy; nevertheless we went fishing.Estaba muy tormentoso; sin embargo fuimos de pesca.
She had no experience; nonetheless she got the job.Ella no tenía experiencia; sin embargo consiguió el trabajo.

yet / even so - sin embargo, aun así

He was a very good swimmer; even so, he drowned.
El era un muy buen nadador; aún así, se ahogó.
He wanted to reply to that accusation, yet he didn't.El quer ía contestar a esa acusación; sin embargo no lo hizo.

still - sin embargo

Jack didn't study for the test; still he managed to pass it.
Jack no estudió para la prueba, no obstante, logró aprobarlo.
He can not speak very well; still he understands everything.No puede hablar muy bien, sin embargo, entiende todo.

instead - en su lugar, en lugar de ello

I was invited to a party on Saturday, but went to bed instead.Fui invitado a una fiesta el sábado, pero me fui a dormir en lugar de ello.
I am not going out tonight. Instead, I will stay home and cook something.No saldré esta noche. En cambio, me quedaré en casa y cocinaré algo.

on the contrary - por el contrario

The boy is not dumb; on the contrary, he's very smart for his age.
El muchacho no es tonto; al contrario él es muy inteligente para su edad.
Condors are solitary birds. On the contrary, seagulls live in flocks.Los cóndores son aves solitarias. Por el contrario, las gaviotas viven en bandadas.
CONECTORES DE CONTINUIDAD:
Se utilizan para dar continuación a la idea que se está expresando. Son algunos ejemplos: then, moreover, furthermore, besides, in addition to.
then - entonces
moreover - además
furthermore - además
besides - además
in addition to - además de
___________________________
then - entonces
- If it is not here, then it's lost.
  Si no está aquí, entonces está perdido.
- If you like those shoes, then why don't you buy them?Si te gustan esos zapatos, entonces ¿porqué no los compras?
moreover - además
- Soccer is a good sport; moreover, it is very easy to learn.
- El fútbol es un buen deporte; además es muy fácil aprenderlo.
- They work very hard; moreover, they do a very good job.
  Ellos trabajan muy duro; además hacen un buen trabajo.
furthermore - además
- He is perfect for the job; furthermore, he is the only applicant.
  El es perfecto para el puesto; además, es el único postulante.
- I dont want stay here; furthermore, I have things to do.
  No quiero quedarme aquí; además, tengo cosas que hacer.
besides - además
- I don't like that house; besides, it's too expensive for me.
  No me gusta esa casa; además es demasiado cara para mí.
- I don't want to sell my car; besides, I need it for my job.
  No quiero vender mi auto; además lo necesito pra mi trabajo.
in addition to - además de

In addition to being a great person, the physician was an excellent professional.
Además de ser una gran persona, el médico era un excelente profesional.
Mrs. Baker had a great interest in literature, in addition to her interest in music.
La Sra. Baker tenía un gran interés por la literatura, además de su interés por la música.
CONECTORES CONCESIVOS:

Se utilizan para señalar una objeción o reparo a lo dicho anteriormente. Entre otros encontramos: although, even if, despite, in spite of, regardless of.
although / though / even though - aunque
even if - incluso si
not even if - ni siquiera si
despite / in spite of - a pesar de
regardless of - sin importar, sin que importe
_______________
although / though / even though - aunque
- Although Jack is not very tall, he is excellent at basketball.
  Aunque Jack no es muy alto, es excelente en el baloncesto.
- She decided to go to work, though she was not feeling well.
  Ella decidió ir al trabajo, aunque no se estaba sintiendo bien.
even if - incluso si
- Even if he’s right, that doesn’t give him the right to be arrogant.Incluso si él tiene razón, eso no le da el derecho de ser arrogante.
- I will finish the project by tomorrow, even if I have to work all night. Terminaré el proyecto para mañana, aun si tengo que trabajar toda la noche.
not even if - ni siquiera si
- He will not do that work, even if he is paid for it.
  El no hará ese trabajo, ni siquiera si se le paga por ello.
- They will not finish on time, even if they hurry up.Ellos no terminarán a tiempo, ni siquiera si se dan prisa.
despite / in spite of - a pesar de
- Despite his bad reputation, the politician won the elections.
  A pesar de su mala reputación, el político ganó las elecciones.
- It was a great match in spite of the bad the weather.Fue un gran juego, a pesar del mal tiempo.
regardless of - sin importar, sin que importe
- They decided to finish the project, regardless of the cost.
  Decidieron terminar el proyecto, sin que importe el costo.
- A patriot will defend his nation, regardless of the consequences.
  Un patriota defenderá a su nación, sin importar las consecuencias.
- CONECTORES CAUSALES:
- Introducen causas a nivel del texto cuando una oración cumple la función de ser causa de otra. Algunos conectores son: for, because of, due to, since, as.
  because - porque
  for - porque
  because of - debido a
  since - puesto que
  as - puesto que
  due to / owing to - debido a
  __________________
  because - porque
  - The baby is crying because he is hungry.El bebé está llorando porque tiene hambre.
  - They want to come because they want to see me.Ellos quieren venir porque quieren verme.
  for - porque
  - We'll have to stay home, for it is raining outside.
    Tendremos que quedarnos en casa porque est á lloviendo afuera.
  - She turned on the lights, for she was afraid of the dark.Encendió las luces porque tenía miedo a la oscuridad.
  because of - debido a
  - They stayed in because of the bad weather.
    Ellos se quedaron en casa debido al mal tiempo.
  - She can not play sports because of her illness.Ella no puede hacer deportes debido a su enfermedad.
  since - puesto que, ya que
  - He won't understand, since he doesn't speak English.
    No entender á, puesto que no habla inglés.
  - They decided to go to sleep, since it was very late.Decidieron irse a dormir, puesto que era muy tarde.
  as - puesto que, ya que
  - She failed to pass the exam, as she made many mistakes.
    No pudo pasar el examen, puesto que cometi ó muchos errores.
  - They couldn't find us, as they didn't have our address.No pudieron encontrarnos, ya que no tenían nuestra dirección.
  due to / owing to - debido a
  - The unemployment was high due to the economic crisis.
  - El desempleo era alto debido a la crisis económica.
  - They had a delay owing to the traffic jam.Tuvieron una demora debido al embotellamiento de tráfico.
  - CONECTORES CONCLUSIVOS:
  - Estos conectores reflejan la consecuencia de lo dicho en el texto. En inglés, algunos de ellos son: therefore, hence, thus, so, consequently.
    therefore - por lo tanto
    hence - de ahí
    thus - por lo tanto
    so - entonces
    consequently - por lo tanto, en consecuencia
    ________________
    therefore - por lo tanto
    - I don't know her phone number, therefore I can't call her.
      No sé su número de teléfono, por lo tanto no puedo llamarla.
    - She didn't study, therefore she coudn't pass the exam.
      Ella no estudió, por lo tanto no pudo aprobar el examen.
    hence - de ahí
    - English is not her mother tongue, hence her mistakes.
      El inglés no es su lengua materna; de ahí sus errores.
    - Frank was raised in a farm, hence his ability to ride horses.
      Frank fue criado en una granja, de ahí su capacidad de montar a caballo.
    thus - por lo tanto
    - He overslept and thus, arrived late for the appointment.
      Se quedó dormido, por lo tanto llegó tarde para la cita.
    - She hadn't eaten for days and thus felt very weak.
      Ella no había comido por días y por lo tanto se sentía muy débil.
    so - entonces
    - His car broke down, so he took it to a garage.
      Su coche se descompuso, entonces lo llevó a un taller mecánico.
    - She was a little fat, so she decided to go on a diet.
      Ella estaba un poco gorda, entonces decidió comenzar una dieta
    consequently - por lo tanto, en consecuencia

2nd Bachillerato / 1st Bachillerato COMMON MISTAKES IN ENGLISH:

2012-02-05T12:23:00.000Z

COMMON MISTAKES:

- Adjective + noun. Adjectives go before, not after nouns. This includes comparatives and superlatives, and adjectives modified by “very”. For example: a very interesting film, the most important thing...

- Comparatives and superlatives. In short adjectives, you add –er for
comparatives and –est for superlatives (the fastest player in Real Madrid; she’s
shorter than her sister...). With long adjectives, you use MORE for comparatives
and THE MOST for superlatives (the book is more expensive than the
magazine; this is the most exciting film I’ve ever seen...). Some adjectives are
irregular (better, the best; worse, the worst...)

- Adjectives don’t have a plural form. For example: “cheap cars”, “good news”,
“big problems”...

- THIS / THESE / THAT / THOSE. “These” is the plural of “this” (“these
houses”) and “those” is the plural of “that” (“those people”)

- People is a plural word. It’s the plural of “person”.

- Punctuation. The rules are more or less the same as in Spanish. Put them in practice.

- Word Order. In English, it’s far more rigid than in Spanish: subject + (some
adverbs: “only”, “also”, frequency adverbs) main verb (except “to be”) + object
+ adverbials (manner + place + time). For example: “I like football very much”.
“I like very much football” is incorrect. Another example: “She had also written
a lot of interesting novels in London before she moved to the USA” or “She won
the race easily last Sunday”. You can place some adverbials before the subject
(especially some time and place adverbials): “In 1992, he came to live to
Seville”, “In London, he met some very interesting people”.

- Plurals. You can avoid this mistake easily if you check your composition. This is a “stupid” and unfortunately common mistake. Remember some irregular plurals: “women”, “men”, “children”, “teeth”, “feet”, “people”, “mice” ...

- Articles. Don’t use “the” when talking about something general. For example: “Violence is found in streets all over the city”, I’m going to write about sport”, “Cats are cleaner than dogs”... Use “a / an” only for singular countable nouns. For the rest, use some / any. For example: “a book”, “a boy”, but “some / any books”, “some / any boys”, “some / any money”...

- Gerunds as subject. Don’t forget to use –ING when you use a verb as a subject. For example: “Speaking English is easy for me”, “Working 14 hours a day is too much for me”, “Studying Maths is very useful”...

- Possessives. Use “its” when you are talking about something. “His” and “her” refer to people. For example: “Rome is beautiful. I love its museums and churches”.

- Modifiers. “Very” modifies adjectives and it means “muy” (“very good”, “very intelligent”). If we want to say “mucho /s” we can use “a lot of” . For negatives and interrogatives, we tend to use “much” (uncountable) and “many” (countable).

- When they ask you “why?” you should use a complete sentence, including “because”. For example: “Why did it happen?” – “It happened because he was driving too fast”.

- When writing down your mistakes, write complete sentences, not words.

- Other / another. “Other” is used with plural nouns (“other things”) and “another” with singular noun (“another thing”).

- Present simple 3rd person singular. You add –s (“The book tells the story of...”, “This influences their behaviour...”)

- Too / also. You use “too” atthe end of the sentence (...and it is original too) and also before the main verb (this also implies that...).

- Impersonal “you”. You use “you” when you are referring to everybody (as in this sentence!): You should eat fruit every day (in Spanish: “hay que comer fruta todos los días).

- As / like. You use “as” + a prepositional phrase (Shakespeare dealt with racism in his plays, as in “Othello”). You use “like” + noun phrase / personal pronoun
(“He lives like a king”, “His sister doesn’t look like him”).

- Such as. It means “como”, “tales como”, “por ejemplo”. “Shakespare wrote great comedies, such as The Merchant of Venice”.

- Don’t use contractions in compositions.

- Word categories. Sometimes you say “violence” (noun) when you want to say “violent” (adjective), for example. When you have to give a word for a definition, a synonym or opposite, make sure you give a word of the same category.

- Spelling.
Don't mix up BRITISH ENGLISH SPELLING with AMERICAN ENGLISH SPELLING (Your composition has to be written in one of these accents, but not mixing up both. Examples: COLOUR / NEIGHBOUR - British English; COLOR / NEIGHBOR - American English.
- After every simple modal verb the following verb isALWAYS an infinitive without to (and if it's a compound modal, the structure isalways MODAL + HAVE + past participle): Examples: (This is called simple modalstructure):

MIGHT / MUST / SHOULD / Will / Would ... + infinitivewithout to: - I should study more.

- I must go tothe police.

- Children, even adults might make a show. (Andnot: (...) might to make ashow).

If the modal is compound (that is to talk about thepast or to talk about something that has possibly happened), we use the structureMODAL + HAVE + past participle:

- He must havebeen to the dentist, because he had a tooth-ache (This structure is used totalk an event that has possibly happened, as he has a tooth-ache, he hasprobably gone to the dentist).

- You might have lost your bag at the train station. (Thistime, the meaning is related to a event that happened in the past. It's isclear that you don't have your bag with you now, so you are thinking aboutwhere you lost it, in the past by using this past structure).

WARNING: (SOME DESPERATE TIPS FOR THE EXAM):
- THINK IN ENGLISH (or try to do so),
- CHECK, CHECK, CHECK, CHECK AND DON’T STOP
CHECKING UNTIL THE TIME COMES WHEN YOU HAVE TO
HAND OUT YOUR EXAM.
- AVOID “STUPID MISTAKES” (plurals, spelling...)
- IN COMPOSITIONS, THINK BEFORE YOU WRITE. PLEASE
MAKE A LIST OF IDEAS FIRST.
- DON’T MAKE EXPERIMENTS IN AN EXAM (inventing words
that sound like Spanish words...)
- USE PARAGRAPHS
- INCLUDE A CONCLUSION
- BE ORIGINAL. If you can.
- DON’T REPEAT IDEAS.
- EXPLAIN AND JUSTIFY EVERYTHING YOU SAY
- USE CONNECTORS SOME GOOD STUDY HABITS
- REPEAT GRAMMAR ACTIVITIES. USE THE PHOTOCOPIES OR THE BLOG WITH THE ANSWER KEY.
- VOCABULARY: LOOK FOR WORDS OF COMMON USE AND LEARN THEM FIRST.
- READ THE TEXTS IN THE BOOK AND PHOTOCOPIES OF SELECTIVIDAD TEXTS. LOOK UP DIFFICULT WORDS IN A DICTIONARY.
- WRITE DOWN YOUR MISTAKES (COMPLETE SENTENCES)
- TRY TO REMEMBER THE LYRICS OF SONGS WHERE A PARTICULAR WORD OR GRAMMAR STRUCTURE IS USED.
- PRACTICE ENGLISH EVERY DAY. THERE’S A LOT TO STUDY, SO DON’T LEAVE EVERYTHING FOR THE DAY BEFORE.

INFORMACIÓN PAU (PONDERACIÓN DE LAS NOTAS - INFORMACIÓN SOBRE EL EXAMEN):

2012-01-30T17:43:00.000Z

En este link encontraréis toda la información publicada el 24-01-2012 sobre las pruebas del examen PAU: (Estructura de la prueba) :

Información general sobre la Prueba de Acceso a la Universidad (PAU) desde Bachillerato Prueba de acceso a estudios universitarios (PAU)
Notas de Corte 2011-2012

Publicadas las notas de corte de junio para el curso 2011-2012 (101 KB)

Ponderación de materias PAU 2012-2013

Descárgate la ponderación de materias de la fase específica de la PAU para todas las universidades de la Comunidad de Madrid (489 KB)

Relative Clauses: Defining / Non-Defining:

2012-01-30T15:23:00.003Z

Relative clauses

View more presentations from dulwichticks.

Solucion Examen de Selectividad Opción A Sept. 2010.

2012-01-27T18:20:00.000Z

**********
SOLUCIONES OPCIÓN A - Sept. 2010:

1) Are the following statements TRUE or FALSE? Copy the evidence from the text.
No marks are given for only TRUE or FALSE.
(Puntuación máxima: 2 puntos)

1.- a)

Children start speaking immediately after their operation.

FALSE: (...) "after the operation, the child (...) undergoes a long rehabilitation process
before he or she can begin to speak".

1.- b)

According to the text, when parents try to force their children to speak,
they become more communicative.

FALSE: (...) "toddlers undergoing rehabilitation are under a lot of pressure
from their surroundings - especially their parents - to begin talking,
and sometimes this pressure makes them become introverted".

2.-

In your own words and based on the ideas in the text, answer the following questions.
Do not copy from the text.
(Puntuación máxima: 2 puntos)

2.- a)

How do these children improve after music therapy?

They communicate more frequently and for a longer period of time.

NOTA: esta respuesta es simplemente una propuesta entre otras posibles.
Añade la tuya y la comentaré.

2.- b)

In the rehabilitation sessions, what do children do?

Children do things with musical content, with special attention being given to loudness and rhythm.

NOTA: esta respuesta es simplemente una propuesta entre otras posibles.
Añade la tuya y la comentaré.

3.-

Find the words or phrases in the text that mean:

3.- a)	goes through (paragraph 1)	undergoes
3.- b)	small children (paragraph 1)	toddlers
3.- c)	appropriate (paragraph 2)	suitable
3.- d)	investigators (paragraph 3)	researchers

4.-

Complete the following sentences. Use the appropriate form of the
word in brackets when given.
(Puntuación máxima: 2 puntos)

4.- a)

Music, ________ constitutes a bridge ________ the quiet world
that the children knew and a new world of sounds, is used in rehabilitation.

Music, which constitutes a bridge between the quiet world that the children
knew and a new world of sounds, is used in rehabilitation.

4.- b)

These sessions ________ (videotape) and analysed ________ show the results.

These sessions are videotaped and analysed (in order) to show the results.
These sessions were videotaped and analysed (in order) to show the results.
These sessions will be videotaped and analysed (in order) to show the results.

4.- c)

There is still ________ work to be done ________ researchers in this area.

Hay una serie de respuestas evidentes:

There is still much work to be done by researchers in this area.
There is still lots of work to be done by researchers in this area.
There is still a lot of work to be done by researchers in this area.

Pero la oración también se presta a otras soluciones:

There is still much work to be done , say researchers in this area.
There is still lots of work to be done , say researchers in this area.
There is still a lot of work to be done , say researchers in this area.

4.- d)

Rewrite the sentence beginning with the words given
The mother said: "My son has improved his communication with music therapy."
The mother said that...

The mother said that her son had improved his communication with music therapy.

5.-	Write about 100 to 150 words on the following topic.
	How important is music in your life? Write about your tastes.
	(Puntuación máxima: 3 puntos)

(Gracias a http://redacciones-ingles.blogspot.com/).

The Importance of Pronouncing Well in English...

2012-01-25T17:01:00.000Z

In this video you can see how important is to pronounce well in English (above all if you want to be understood properly, and not in a 'different way') as this video of 'An Italian Man in Malta' illustrates!
Have fun and pay attention!
(This video is thanks to Jesús).
Bárbara.

EXÁMENES DE SELECTIVIDAD - 2º BACHILLERATO (OPCIONES A y B). UCIII.

2012-01-23T09:09:00.000Z

(PARA VER MÁS GRANDES LOS EXÁMENES HAZ CLIC SOBRE ESTE ENLACE: exámenes de selectividad.

Opción A - Examen Carlos III

Opción B - Examen Carlos III

Google Security Data (Ciclo Formativo Informática)

2012-01-13T17:50:00.002Z

In this video we are going to watch how Google Security Data is controlled and what measures should undergo its workers every day just to protect the whole thing.
It's very illustrative of this Technological Era we are living in (and the resources it uses).
B.

Games to Learn English Grammar (BBC)

2012-01-12T19:45:00.000Z

Grammar Exercises

Did you know that you can learn grammar and have some fun at the same time? Practise grammar with these exercises and if you find any difficult follow the link to our quick grammar reference pages where you can get help.

Click here to start playing this game and check if you are ready to win!

Writing compositions techniques

2012-01-12T19:40:00.000Z

A good composition structure:

Is made easier by prior planning.
Makes it clear how you are going to address the question, where you are going and why.
Sets out your main ideas clearly.
Makes it clear how the main ideas relate to each other.
Takes the reader through your answer in a logical, progressive way.
Organises groups of related information in paragraphs.
Uses connecting words and phrases to relate each point/idea to earlier and later points.

INTRODUCTION

Arouse the reader’s interest.
Set the scene.
Explain how you interpret the question set.
Define or explain key terms if necessary.
Identify the issues that you are going to explore.
Give a brief outline of how you will deal with each issue, and in which order.

ARGUMENT/MAIN BODY

Contains the points outlined in your introduction, divided into paragraphs:

Paragraph 1

Covers the first thing you said you would address.
The first sentence (the topic sentence) introduces the main idea of the paragraph.
Other sentences develop the topic.
Include relevant examples, details, evidence, quotations, references.

Paragraph 2 and other paragraphs

The first sentence links the paragraph to the previous paragraph then introduces the main idea of the paragraph.

CONCLUSION

Draw everything together.
Summarise the main themes.
State your general conclusions.
Make it clear why those conclusions are important or significant.
Do not introduce new material.
In the last sentence, sum up your argument very briefly, linking it to the title.
Suggest further questions of your own.

___________

TIPS FOR PLANNING YOUR COMPOSITION
MAKE AN OUTLINE PLAN
- Keep the question in sight.
DRAFTING
- Start with the "middle".
- Take each main topic, idea, and write a paragraph about it.
- Do not worry about style or spelling at this stage: let the ideas flow.
- Each paragraph needs a "topic sentence" that makes it clear what that paragraph is about. The rest of the paragraph will include information and evidence related to that "topic".
- Write the conclusion: it should sum up the content of the "middle" and relate back to the title.
- Write the introduction: it is easier to say what your composition sets out to do once you’ve done it.
http://mbonillo.xavierre.com/grammar/composition.html#intro

Fechas de Selectividad curso 2011/2012 (Junio y Septiembre)

2012-01-12T19:04:00.000Z

BOCM BOLETÍN OFICIAL DE LA COMUNIDAD DE MADRID

Pág. 38 MARTES 10 DE ENERO DE 2012 B.O.C.M. Núm. 8 BOCM-20120110-10

I. COMUNIDAD DE MADRID

C) Otras Disposiciones

Consejería de Educación y Empleo

RESOLUCIÓN de 13 de diciembre de 2011, del Director General de Universidades e Investigación, por la que se da publicidad al Acuerdo de la Comisión Coordinadora de la prueba de acceso a las enseñanzas universitarias oficiales de grado por el que se determinan las fechas de realización de la prueba correspondiente al curso 2011-2012.

La Comisión Coordinadora de la prueba de acceso a las enseñanzas universitarias oficiales de grado, creada según lo establecido en la Orden 3208/2009, de 2 de julio, de la Consejería de Educación, ha aprobado, con fecha 2 de diciembre de 2011, las fechas para la realización de la prueba de acceso a dichas enseñanzas correspondientes al curso 2011-2012.
Siendo necesario que las fechas de realización de la prueba se conozcan con la antelación suficiente para permitir una programación ordenada de las actividades académicas de fin de curso, tanto en los centros de Enseñanza Secundaria, como en las Universidades, procede hacer públicas las referidas fechas, tanto para la convocatoria de junio, como para la de septiembre, del curso 2011-2012.

En su virtud,

RESUELVO

Primero

Dar publicidad a las fechas de realización de la prueba de acceso a las enseñanzas universitarias oficiales de grado, acordadas por la Comisión Coordinadora de dicha prueba,
que serán las siguientes:
— Convocatoria de junio de 2012: Los días 5, 6 y 7 de dicho mes, reservándose el día 8 para la realización de los ejercicios correspondientes a materias coincidentes, incidencias y acogimiento de lo dispuesto en la Ley 25/1992, de 10 de noviembre, por la que se aprueba el Acuerdo de Cooperación del Estado Español con la FCIE u otros Acuerdos de la misma naturaleza.
— Convocatoria de septiembre: Los días 11, 12 y 13 de dicho mes, reservándose el día 14 para la realización de los ejercicios correspondientes a materias coincidentes e incidencias.

Segundo

La entrega de matrícula para la prueba de acceso será los días 23 y 24 de mayo, para
la convocatoria de junio de 2012, y los días 5 y 6 de septiembre, para la convocatoria de
septiembre de 2012.

Madrid, a 13 de diciembre de 2011.—El Director General de Universidades e Investigación, Jon Juaristi.
(03/43.559/11)
___________

http://www.bocm.es BOLETÍN OFICIAL DE LA COMUNIDAD DE MADRID D. L.: M. 19.462-1983 ISSN 1989-4791

Compositions (Optional Topics) for 2nd Bachillerato:

2012-01-12T18:47:00.002Z

Topics:

1- The use of technology nowadays is being spread out more and more. Sometimes we don't realise if its use as good as it looks like at first, or not. Do you think the use of technology or the Internet to establish relationships is good for us? Should we set a limit to certain types of 'cyber-relationships'?
(150 words to 200).

2- Why do so many marriages end up nowadays in divorce? What do you think couples should do to assure themselves of a succesful marriage?
(150 words to 200).

3- Explain the advantages of growing up in the 'first world' as opposed to growing up in the socalled 'third world' and justify your answer by saying how these differences can be cleared out to make a better world.
(150 words to 200).

4- Write a story beginning with: 'I'll never forget the day / the night...'.
(150 words to 200).

5- Write a formal letter applying for the job adverted below for a foreign company as a shop assistant. (You can also enclose your C.V. and a reference letter to strenght your application form). * If you need further information on how to do it, just go to the writing section in unit 6 of your books.
(150 words to 200).

We are looking for a shop assistant for our Shopping Centre called 'GreatAge' located in Gran Vía, just in the City Centre of Madrid. You will be in charge of the 'Clothing for Teenagers Department', your tasks will include selling all of the products that our store offers to a wide and selected range for young people at a very good price. If you want to work in a firm where responsibility as well as attitude are well appreciated, this is your opportunity. The succesful candidate will earn great incomes and comissions for every sale and they will also be able to combine this job with another activity so that you can continue for example with your studies, as it is a part-time job.

Please apply to the following adress: GRAN VÍA STORES HOUSE, 3, MADRID P.O..BOX: 209.

Enclose your CV and a reference letter as soon as possible so as to be the first one to achieve this permanent job.

(Written by teacher BZJ for Tutorial 3 - MyOxfordEnglish, Level 9).

6- Write an e-mail to a friend in which you describe your describe your holidays, your routines, something funny that happened to you and what you would like to do next summer.

(150 words to 200).

7- Give your opinion on the importance of learning languages. Think if it is appropriate or not for the world to end up speaking only one common language. (Remember: There have been some attempts at doing this with the creation of 'Esperanto' language). Is that possible?

(150 words to 200).

8- Write a free essay on a topic you choose about any news from any newspaper or TV! (Justify your ideas, be critic and show the main points highlighted in the news to show your own ideas in an adequate writing style).

BZJ.

_______________________________

Remember that you can send your topics by e-mail: educasecundaria@gmail.com

Video on Reported Speech

2012-01-09T16:53:00.001Z

This video will help you with the Reported Speech, it is simple and very straight forward.
I hope this will do!
B.

How to do a good composition in detail (2nd Bachillerato):

2012-01-04T19:53:00.000Z

By clicking on this link you can see how easy is to write a good composition.

Apart from this, you should also use the photocopies that were given to you in December to take into account the connectors you want to use and so on.

I hope again this helps!

Bárbara.

Selectividad Text: 'I'm Working from Home' Para Bach. B / C.

2012-01-02T11:48:00.002Z

El Texto de Selectividad 'I'm Working from Home' que tenéis en el set de fotocopias que se os entregó el último día de clase (con todos los ejercicios, del 1) al 5), se corregirán en clase a la vuelta de las vacaciones, es decir el día 9 de Enero, y la composición que pertenece al ejercicio 5)a)
Discuss the advantages and disadvantages you find in homeworking; se recogerá (fecha tope) ese mismo día 9 de Enero).

Recordad que podéis utilizar el mail del blog educasecundaria@gmail.com para enviar tanto los ejercicios como la composición lo más tarde el día 9 de Enero. No excuses will be accepted!

Feliz año 2012!

I'm working from Home - Modelo Texto de Selectividad - (PULSA EL LINK PARA VER EL TEXTO).

Bárbara.

Ciclo de Grado Medio: Traffic on the internet

2011-12-07T09:09:00.000Z

ESLvideo.com :: Traffic on the internet

En este video se ve de una manera interesante como el 'hombre' y la 'máquina' (o la tecnología) forman un equipo...
Después de visualizar el video, podéis ir a este link para responder a unas preguntas y ver qué habéis aprendido haciendo CLICK AQUÍ

REPORTING VERBS + REPORTED SPEECH + REPORTING ORDERS / SUGGESTIONS / QUESTIONS

2011-12-04T17:55:00.000Z

Reported speech

Word order

Direct speech
"I play football"
"I am playing football"
"I have played football"
"I played football"
"I was playing football"
"I had played football"
"I had been playing football"
"I will play football"
"I can play football"
"I must play footbal"
Reported speech
He said (that) he played football
He said (that) he was playing football
He said (that) he had played football
He said (that) he had played football
He said (that) he had been playing football
He said (that) he had played football
He said (that) he had been playing football
He said (that) he would play football
He said (that) he could play football
He said (that) he had to play football
1. In reported speech, we usually report what was said at a different time, and so we change the tense to reflect the time which we are reporting:
DIRECT SPEECH: "I'm not playing football."
REPORTED LATER: He said that he wasn't playing football.

2. Sometimes we need to change the pronoun.
DIRECT SPEECH: Jim: "I don't like living here." (Jim is referring to himself)
REPORTED SPEECH: Jim said (that) he didn't like living here. (The pronoun he refers to Jim)

3. We may also need to change other words about place and time.
DIRECT SPEECH: "I like this car."
REPORTED SPEECH: He said (that) he liked the car.

DIRECT SPEECH: "I went to Tokyo last week."
REPORTED SPEECH: She said (that) she'd been to Tokyo the week before.

CHANGES OF PLACE AND TIME:

DIRECT SPEECH: REPORTED SPEECH:

- Now, at the moment. - Then, at that moment.
- Today. - That day.
- Tonight. - That night.
- Last night. - The previous night, the night before.
- Tomorrow. - The next day, the following day.
- Yesterday. - The previous day, the day before.
- This week. - That week.
- Next week. - The following week, the week after.
- Last year. - The previous year, the year before.
- Here. - (Usually) There.
- This /These. - That / Those.

Functions and examples

We use reported speech to tell someone what another person said.
Jim says to you...
"I don't feel well."
"I can't drive."
"My parents have gone on holiday."
"I'm going out now so you will have to wait until I get back."

You tell your friend what Jim said...
Jim said to me / told me (that) he didn't feel well.
He said to me / told me (that) he couldn't drive.
He said to me / told me (that) his parents had gone on holiday.
He said to me / told me (that) he was going out then so I would have to wait until he got back.

Important points

1. If we report something which is still true, it is not necessary to change the verb.
DIRECT SPEECH: "My car is bigger than yours."
REPORTED SPEECH: He said his car is / was bigger than mine. (That is because my car is supposed to continue being bigger).

2. When we are reporting past tenses, and we see the events from the same viewpoint as the original speaker, it is not necessary to change the tense.
DIRECT SPEECH: "The earthquake happened at half past seven."
REPORTED SPEECH: The radio said that the earthquake happened at half past seven.

3. Modal verbs / expressions such as: could, might, would, should, ought, had better usually do not change in reported speech.
DIRECT SPEECH: "I should go to the dentist."
REPORTED SPEECH: He said that he should go to the dentist.

Reported questions

Form

When we are reporting questions, the subject comes before the verb.
DIRECT SPEECH: "Where are you going?"
REPORTED SPEECH: He asked me where I was going.

DIRECT SPEECH: "Why is he shouting?"
REPORTED SPEECH: He asked me why he was shouting.

DIRECT SPEECH: "What do you want?"
REPORTED SPEECH: She asked me what he wanted.

Negative questions

We do not use the auxiliary verb 'do', except in negative questions.
DIRECT SPEECH: "Who doesn't like cheese?"
REPORTED SPEECH: She asked me who didn't like cheese.

Yes/no questions

We report yes / no questions with 'if' or 'whether'.
DIRECT SPEECH: "Do you want me to come?"
REPORTED SPEECH: I asked him if he wanted me to come.

DIRECT SPEECH: "Have you fed the dog?"
REPORTED SPEECH: She asked me whether I had fed the dog.

Who, what, which

When we report questions with 'who, what or which' + to be + complement, the verb 'to be' can come before or after the complement.
DIRECT SPEECH: "Who is the champion?"
REPORTED SPEECH: She asked me who the champion was OR She asked me who was the champion.

DIRECT SPEECH: "What is your favourite colour?"
REPORTED SPEECH: She asked me what my favourite colour was OR She asked me what was my favourite colour.

Say and tell

Direct and indirect speech

We use 'say' and 'tell' in both direct and indirect speech.
DIRECT SPEECH: I said: "I'm hungry." / I told him: "I'm hungry."
INDIRECT SPEECH: I said that I was hungry / I told him that I was hungry.

We cannot use 'say' or 'tell' with indirect questions.
Jim asked (me) if I wanted to play football.
NOT: Jim told/said me if I wanted to play football.

Using objects

With 'tell', we say who is told.
He told me that he liked playing tennis.
NOT: He said me that he liked playing tennis.
NOT: He told that he liked playing tennis.

With 'say', if we want to use a personal object, we use to.
He said to them that he would be late.

With other objects, we don't usually use 'tell'.
He said a strange thing.
NOT: He told a strange thing.

Orders and instructions

We can use 'tell' + object + infinitive to give orders and instructions.
I told my son to stop shouting.
She told me to shut up.

Form, functions and examples

We use reporting verbs to report what someone said more accurately than using 'say' and 'tell'.

verb + infinitive
agree, decide, offer, promise, refuse, threaten
They agreed to meet on Friday.
He refused to take his coat off.

verb + object + infinitive
advise, encourage, invite, remind, warn
Tom advised me to go home early.
She reminded me to telephone my mother.

verb + gerund
deny, recommend, suggest
They recommended taking the bus.
She suggested meeting a little earlier.

verb + object + preposition (+ gerund)
accuse, blame, congratulate
He accused me of taking the money.
They congratulated me on passing all my exams.

verb + preposition + gerund
apologize, insist
They apologized for not coming.
He insisted on having dinner.

verb + (that)
admit, agree, decide, deny, explain, insist, promise, recommend, suggest
Sarah decided (that) the house needed cleaning.
They recommended (that) we take the bus.

_______________________________

See more teacher's resources at www.englishgrammarresourcesforteachers.com/uk

CRITERIOS ESPECÍFICOS DE CORRECCIÓN - INGLÉS 2º BACHILLERATO. (CARLOS III) L.O.E.

2011-11-22T11:04:00.000Z

TRABAJO PARA 2º BACHILLERATO B / C - I.E.S. INFANTA ELENA:

A CONTINUACIÓN, LEED ATENTAMENTE LAS SIGUIENTES INSTRUCCIONES:

Primero) Debéis leer las instrucciones sobre cómo se hace el examen 'modelo de Selectividad' tal y como se detallan a continuación en esta misma entrada.

Segundo) Una vez leídas estas instrucciones 'criterios' debéis mirar y prestar mucha atención a la siguiente entrada del blog 'EXÁMENES DE SELECTIVIDAD - 2º BACHILLERATO (OPCIONES A y B). UCIII.', en la que se os muestran dos opciones resueltas de dos exámenes de Inglés de Selectividad (además tenéis que repasar el que ya explicamos e hicimos en clase).

Tercero) Tenéis que hacer como trabajo para casa el examen de selectividad de la entrada de este blog titulado 'EXAMEN DE SELECTIVIDAD 2º BACHILLERATO (TRABAJO PARA CASA)' conforme a las instrucciones y criterios que hicimos en su día en clase, que son los mismos que aparecen detallados en esta misma entrada, (y HACER SOLO UNA DE LAS DOS COMPOSICIONES PROPUESTAS EN LA PREGUNTA Nº 5 DE DICHO EXAMEN).

Cuarto) Una vez realizado el trabajo para casa (ese examen de Selectividad), debéis mandar las soluciones por mail a la siguiente dirección y EN LAS SIGUIENTES FECHAS SIN FALTA NI DEMORA: (Así podré resolver dudas antes del examen).

- 2ºBACH B/C: JUEVES 24 DE NOVIEMBRE DE 2011 - mail: educasecundaria@gmail.com

Saludos,

Bárbara.

*****

CRITERIOS ESPECÍFICOS DE CORRECCIÓN - INGLÉS SELECTIVIDAD:

*TIEMPO: 1 hora y 30 minutos.

La prueba consistirá en el “análisis” de un texto de un idioma extranjero (el inglés en este caso), del lenguaje común, no especializado.

El alumno dispone de dos opciones para contestar (A y B). Debe escoger sólo una de ellas. A partir del texto propuesto, el estudiante realizará un comentario personal y responderá a cuestiones relacionadas con el texto, que serán planteadas y respondidas por escrito en el mismo idioma, (en inglés) sin ayuda de diccionario ni de ningún otro manual didáctico.

El texto propuesto contendrá alrededor de 250 palabras y su comprensión no exigirá conocimientos especializados ajenos a la materia de la prueba (y el vocabulario está incluido dentro de los niveles propios de un alumno de 2º de bachillerato que va acceder a la universidad). La dificultad del texto SIEMPRE estará controlada, a fin de permitir al alumno que realice la misma en el tiempo previsto. La puntuación total del examen será de 10 puntos. La comprensión de las palabras que no se entiendan en el texto, ha de hacerse siempre mediante el contexto (que proporciona el sentido propio del resto del texto), así como mediante la destreza que ha de tener el estudiante a la hora de distinguir la categoría gramatical que ocupará dicha palabra en el contexto textual.

* Al comienzo de la prueba se incluirán:

Unas instrucciones generales para la realización de la misma en lengua castellana. El resto de la prueba estará totalmente redactada en inglés, y el alumno usará exclusivamente la lengua inglesa en sus respuestas.

* Valoración de objetivos de cada una de las preguntas:

Pregunta 1: Hasta 2 puntos. Se trata de medir exclusivamente la comprensión lectora. El alumno deberá

decidir si dos frases que se le presentan son verdaderas o falsas, copiando a continuación únicamente el fragmento del texto que justifica su elección. Se otorgará 1 punto por cada apartado. Se calificará con 0 puntos la opción elegida que no vaya debidamente justificada con la opción de 'T' -TRUE (para verdadero) más la correspondiente evidencia, o 'F' - FALSE (para falso) y su respectiva evidencia. NO SE PUNTUARÁ ABSOLUTAMENTE NADA PARA AQUELLAS RESPUESTAS EN LAS QUE NO COINCIDAN AMBAS PREMISAS.

Pregunta 2: Hasta 2 puntos. Se pretende comprobar dos destrezas: la comprensión lectora y la expresión escrita, mediante la formulación de dos preguntas abiertas que el alumno deberá contestar basándose en la información del texto, pero utilizando sus propias palabras en la respuesta. Cada una de las preguntas valdrá 1 punto, asignándose 0,5 puntos a la comprensión de la pregunta y del texto, y 0,5 a la corrección gramatical de la respuesta.

Pregunta 3: Hasta 1 punto. Esta pregunta trata de medir el dominio del vocabulario en el aspecto de la comprensión del texto. El alumno demostrará esta capacidad localizando en el/los párrafo/s que se le indica un sinónimo adecuado al contexto, de cuatro palabras o definiciones. Se adjudicará 0,25 por cada apartado. Para esta pregunta, es muy importante saber qué tipo de palabra es, y en qué género, número o tiempo está dicha palabra, para que sea sinónima.

Pregunta 4: Hasta 2 puntos. Con esta pregunta se pretenden comprobar los conocimientos gramaticales del alumno, en sus aspectos morfológicos y/o sintácticos. Se presentarán oraciones con huecos que el alumno deberá completar/rellenar. También podrán presentarse oraciones para ser transformadas, u otro tipo de ítem. Se adjudicará 0,25 a cada “hueco en blanco”, y en el caso de las transformaciones o ítems de otro tipo se concederá 0,5 con carácter unitario.

Pregunta 5: Hasta 3 puntos. Se trata de una composición -de 100 a 150 palabras- en la que el alumno podrá demostrar su capacidad para expresarse libremente en lengua extranjera. Se propondrá una única opción y se otorgarán 1,5 puntos por el buen dominio de la lengua –léxico, estructura sintáctica, etc.- y 1,5 por la madurez en la expresión de las ideas -organización, coherencia y creatividad.

*CONSEJO PARA LA PREGUNTA 5 - COMPOSICIÓN:

A este apartado se le concede un valor máximo de 3 puntos.

Actualmente solo se oferta UNA posibilidad, pero no olvides indicarla claramente.
Antes de empezar a escribir piensa cómo vas a estructurar la composición.
Trata de darle esta estructura: introducción, cuerpo, conclusión/es (tal y como vimos en clase, con el uso de conectores que te ayuden a secuenciar lo que estás escribiendo).
Analiza qué tipo de composición te piden que escribas: ¿se trata de dar argumentos a favor y/o en contra de una postura? = texto argumentativo, ¿se trata de contar (narrar) una experiencia personal? = texto narrativo, ¿se trata de una carta formal/informal?, etc (he de cuidar siempre el lenguaje, y procurar no usar FORMAS CONTRAÍDAS o expresiones COLOQUIALES si se me pida que escriba de una manera más formal).
Medita cuál va a ser la/s idea/s que quieres transmitir en tu composición. (Para ello puedes escribir antes palabras que vas a usar en tu composición o expresiones, para que te sirvan a modo de esquema o apoyo en la escritura).
Piensa qué estructuras gramaticales o qué tiempos verbales (presentes, pasados, futuros, etc.), vas a utilizar para transmitir por escrito tu/s idea/s.
Trata de utilizar un vocabulario rico, no te quedes en palabras "comodín" que "valen para todo" y expresan poco: 'nice', 'beautiful', 'big', 'a thing', 'an object', etc., y sobre todo evita la abundante ENUMERACIÓN REPETITIVA (EJ.: 'I like going to the theatre, to the disco, to the market, to do the shopping, skating, skiing...'), porque empobrece el nivel que un alumno de bachillerato ha de mostrar cuando escribe.
Puntúa adecuadamente. No abuses de las comas.
Huye de las oraciones excesivamente largas que en el fondo no transmiten y sobre todo evítalas si en el fondo no estás seguro de la SUBORDINACIÓN (es mejor frases bien construídas y breves, que muy largas e imcomprensibles).
Enriquece tu composición con una gama variada de conectores que vayas graduando según la parte de la composición en que te encuentres: al principio: 'firstly', 'to begin with'; posteriormente: 'secondly', etc. Piensa si quieres contrastar ideas ('on the other hand', 'however', 'nevertheless', etc.), si quieres dar razones ('because', 'so', 'therefore'), añadir nuevas razones ('moreover', 'for instance', 'furthermore', 'besides', etc.), etc.)
Procura redactar "con mentalidad inglesa", es decir, debes tener muy claro lo que quieres decir, pero evitar "decirlo en español". (Evita traducir en tu mente del español al inglés, porque entonces te saldrán frases muy largas o poco reales en lengua inglesa). Acude a tus conocimientos de inglés, aplica la teoría gramatical para expresarte en inglés (o incluso a tu conocimiento pasivo que has adquirido por la letra de las canciones de tus cantantes preferidos). Plantéate, ¿cómo se expresa esta idea en inglés? (Escribe "ideas" no "palabras").
Antes de terminar, revisa lo que has escrito: ¿es clara mi forma de redactar?, ¿se entiende bien lo que deseo expresar?, ¿van los adjetivos calificativos en la posición adecuada?, ¿concuerdan los tiempos de los verbos en las oraciones compuestas? ¿hay concordancia entre el sujeto de la oración y el verbo? ¿he escrito las "s" de las terceras personas de singular del 'present simple'?, ¿están los elementos de la oración en la posición adecuada? ¿he puesto los auxiliares en las interrogativas que lo requieran?, ¿he tenido cuidado con "los falsos amigos", etc., y sobre todo, el profesor/a que me corrija el examen, ¿VA A ENTENDER MI LETRA?
(DEBÉIS FACILITAR EN TODO MOMENTO, CON EL ORDEN Y LA CLARIDAD A LA HORA DE ESCRIBIR Y REDACTAR VUESTRAS RESPUESTAS, LAS TAREAS CORRECTORAS DE QUIÉN OS ESTÁ EXAMINANDO Y / O EVALUANDO).

GOOD LUCK!

Bárbara.

NOTA: LAS TRES PRIMERAS PREGUNTAS (1, 2, y 3) ESTÁN ESTRECHAMENTE RELACIONADAS CON EL TEXTO QUE SE PROPONE Y SU COMPRENSIÓN; LAS DOS ÚLTIMAS (4 y 5) CON EL DOMINIO DEL ALUMNO DE LAS ESTRUCTURAS GRAMATICALES Y LA EXPRESIÓN ESCRITA EN LENGUA INGLESA.

EXAMEN DE SELECTIVIDAD 2º BACHILLERATO (TRABAJO PARA CASA)

2011-11-22T09:01:00.001Z

EXAMEN DE SELECTIVIDAD 2º BACHILLERATO (TRABAJO PARA CASA)

Tarea para casa.

(PULSA SOBRE ESTE ENLACE PARA VER ESTE EXAMEN MÁS GRANDE): examen selectividad

EN ESTE LINK ENCONTRARÉIS UN PEQUEÑO RESUMEN GRAMATICAL CON AYUDA PARA BACHILLERATO.

English Idioms

2011-11-22T09:00:00.000Z

Vocabulary

IDIOMS WITH ANIMALS

CAT

a cat has nine lives = un gato tiene siete vidas (Nótese que en inglés el gato tiene dos vidas más!)
curiosity killed the cat (satisfaction brought it back) = it may be dangerous to be too curious
to fight like cat and dog = to fight a lot
has a cat got your tongue? = ¿te comieron la lengua los ratones?
to let the cat out of the bag = to reveal a secret carelessly
That's curious!
To let the cat out of the bag
This idiom was probably originated in English marketplaces many years ago. Traders would put a cat in a bag and would try to deceive possible customers by saying it was a pig. People would buy the bag without close inspection of the contents, but then they would let the cat out of the bag and realize that they had been deceived, which is the meaning it has nowadays.
Esta frase se originó probablemente en los mercados ingleses hace muchos años. Los comerciantes colocaban un gato en una bolsa y luego intentaban engañar a los clientes diciendo que contenía un cerdo. La gente compraba la bolsa sin fijarse en el interior, pero luego al abrirla, dejaban salir al gato y se daban cuenta que habían sido engañados, que es el significado que tiene la frase hoy en día.
like a cat on hot bricks = very nervous
no room to swing a cat = not enough space
to have a cat nap = to have a short sleep
to play cat and mouse with somebody = to keep somebody in uncertain expectation, treating him alternately cruelly and kindly
when the cat's away, the mice will play = cuando el gato no está, los ratones se divierten
all cats are grey in the dark = por la noche todos los gatos son pardos
to put/set the cat among the pigeons = to introduce somebody/something that is likely to cause trouble
it's raining cats and dogs = it's raining a lot = está lloviendo a cántaros
That's curious!
It's raining cats and dogs
This is a very old expression linked to the ancient beliefs of sailors and also to Norse mythology. Cats were associated with heavy rain and dogs with storms and wind. Therefore, this expression was used to refer to severe rainstorms. Nowadays, it has become old-fashioned.
Esta es una vieja expresión relacionada con las antiguas creencias de los navegantes y también con las mitología nórdica. Los gatos eran relacionados con las fuertes lluvias y los perros, con las tormentas y el viento. Por lo tanto, esta expresión se usaba para referirse a terribles tormentas de lluvia y viento. En la actualidad, ha caído en desuso y se considera un poco anticuada.
a cat in gloves catches no mice = gato con guantes no caza ratones
hunt with cats and you catch only rats = you should choose you allies wisely

Conjugación de verbos en inglés (REPASO CICLO FORMATIVO GRADO MEDIO)

2011-10-28T22:33:00.000+01:00

Tablas de Conjugación del verbo en inglés: send

Infinitive: to send 'Enviar' Present: Ej.: I send 'Yo envío' Past Simple: Ej.: I sent 'Yo enviaba / envié' Past Participle: sent 'enviado' Gerund: sending 'enviando' Meaning: (significado) 'enviar, mandar'.

Present Simple: Se usa para rutinas, acciones que hacemos a diario. Suele ir acompañado de expresiones o adverbios de tiempo como: every day, on Saturdays, (que se ponen al final) o sometimes, usually, never (que se pone delante del verbo. Se forma con el verbo do/does como auxiliar del verbo principal en la forma interrogativa y negativa.

Affirmative	Interrogative - Answers	Negative
I send a mail to my boss every day.	Do I send? Yes, I do / No, I don't	I usually do not send mails to my boss.
You sometimes send mails to me.	Do you send? Yes, I do / No, I don't	You often do not send mails to your secretary .
He/She/It sends (...)	Does he/she/it send? Yes, he/she/it does. - No, he/she/it doesn't.	He/She/It does not send (...).
We never send mails to his boss.	Do we send? Yes, we do. /No, we don't.	We do not send (...).
You send (...)	Do you send? Yes, we do. /No, we don't.	You do not send (...).
They send (...)	Do they send? Yes, they do. / No, they don't.	They do not send (...).

Present Simple Continuous: Se usa para acciones que se están realizando en el mismo momento en que se está hablando. Suele ir acompañado de expresiones de tiempo que indican que la acción transcurre ahora como: now, in this moment, at the moment (que se ponen al final). Se forma conjugando el verbo 'BE' en presente (es decir: am, are, is respectivamente), más el gerundio del verbo principal.

Affirmative	Interrogative - Answers	Negative
I am sending a mail in this moment.	Am I sending a mail at the moment? Yes, I am. / No, I am not.	I am not sending mails in this moment.
You are sending a mail now.	Are you sending (...)? Yes, I am. / No, I am not.	You are not sending mails to the boss at the moment.
He/She/It is sending (...)	Is he/she/it sending (...)? Yes, he/she/it is. - No, he/she/it isn't.	He/She/It is not sending (...).
We are sending (...)	Are we sending (...)? Yes, we are. /No, we aren't.	We are not sending (...).
You are sending (...)	Are you sending (...)? Yes, I am. / No, I am not.	You are not sending (...).
They are sending (...)	Are they sending (...)? Yes, they are. / No, they aren't.	They are not sending (...).

Past Simple: Se usa cuando hablamos de una acción que empezó y acabó en el pasado, por lo tanto la acción se da ya por terminada. Suele ir acompañado de expresiones de tiempo como: last week, last month, yesterday, last year (que se ponen detrás). Se forma con el verbo en pasado o con el auxiliar DID + el verbo en infinitivo (en interrogativa y negativa).

Affirmative	Interrogative - Answers	Negative
I sent a mail to my friend yesterday.	Did I send a mail to you yesterday? Yes, I did. /No, I didn't.	I did not send a mail last week.
You sent me a mail last week.	Did you send her a letter last month? Yes, I did./No, I didn't.	You did not send (...).
He/She/It sent (...)	Did he/she/it send (...)? Yes, he/she/it did./ No, he/she/it didn't.	He/She/It did not send (...).
We sent (...)	Did we send (...)? Yes, we did./No, we didn't.	We did not send (...).
You sent (...)	Did you send (...)? Yes, I did. /No, I didn't.	You did not send (...).
They sent (...)	Did they send (...)? Yes, they did. / No, they didn't.	They did not send (...).

Past Continuous: Se usa para describir una acción que transcurría en el pasado. De hecho se usa mucho junto con el past simple para describir que algo estaba sucediendo cuando otra acción se entrometió o sucedió en el transcurso de la que estamos escribiendo en past continuous. El nexo de unión entre esas dos acciones es WHEN. EJEMPLO: I was sending a mail WHEN he turned the computer off. ('Estaba enviado un mail cuando él apagó el ordenador'). Con el past continuous se suelen usar expresiones de tiempo como: at that moment, etc.

Affirmative	Interrogative - Answers	Negative
I was sending a mail at that moment.	Was I sending a letter at that moment? Yes, I was. /No, I wasn't.	I was not sending (...).
You were sending (...).	Were you sending (...)? Yes, I was. /No, I wasn't.	You were not sending (...).
He/She/It was sending (...).	Was he/she/it sending (...)? "	He/She/It was not sending (...).
We were sending (...).	Were we sending (...)? "	We were not sending (...).
You were sending (...).	Were you sending (...)? "	You were not sending (...).
They were sending (...).	Were they sending (...)? "	They were not sending (...).

Future Simple: Se usa para hablar de planes sobre el futuro, o para hacer predicciones sobre el futuro. También se usa esta construcción para las decisiones que se tomas en el momento. Suele ir acompañado de expresiones de tiempo como: tomorrow, next week, next year. Se forma con WILL + verbo principal en infinitivo.

Affirmative	Interrogative - Answers	Negative
I will send a mail tomorrow.	Will I send a mail next year? Yes, I will. / No, I won't.	I will not send a mail tomorrow.
You will send a mail next week.	Will you send (...)? Yes, I will. / No, I won't	You will not send (...).
He/She/It will send (...).	Will he/she/it send (...)? "	He/She/It will not send (...).
We will send (...).	Will we send (...)? "	We will not send (...).
You will send (...).	Will you send (...)? "	You will not send (...).
They will send (...).	Will they send (...)? "	They will not send (...).

English Projects for Secondary and Bachillerato Education

Opinions _ Men&Women stereotypes in tv spots

SENTENCE CONNECTORS (PATTERNS USES AND EXAMPLES):

however - sin embargo

nonetheless / nevertheless - sin embargo

yet / even so - sin embargo, aun así

still - sin embargo

instead - en su lugar, en lugar de ello

on the contrary - por el contrario

then - entonces

moreover - además

furthermore - además

besides - además

in addition to - además de

although / though / even though - aunque

even if - incluso si

not even if - ni siquiera si

despite / in spite of - a pesar de

regardless of - sin importar, sin que importe

because - porque

for - porque

because of - debido a

since - puesto que, ya que

as - puesto que, ya que

due to / owing to - debido a

therefore - por lo tanto

hence - de ahí

thus - por lo tanto

so - entonces

consequently - por lo tanto, en consecuencia

so - entonces

so that - para que

so as to - para que, de manera que

so as not to - para no

in order to - para

as - como

as...as - tan...comonot as...as - no tan..como

not so...as - no tan...como

as if / as though - como si

than - que

2nd Bachillerato / 1st Bachillerato COMMON MISTAKES IN ENGLISH:

INFORMACIÓN PAU (PONDERACIÓN DE LAS NOTAS - INFORMACIÓN SOBRE EL EXAMEN):

Relative Clauses: Defining / Non-Defining:

Solucion Examen de Selectividad Opción A Sept. 2010.

The Importance of Pronouncing Well in English...

EXÁMENES DE SELECTIVIDAD - 2º BACHILLERATO (OPCIONES A y B). UCIII.

Google Security Data (Ciclo Formativo Informática)

Games to Learn English Grammar (BBC)

Grammar Exercises

Writing compositions techniques

INTRODUCTION

ARGUMENT/MAIN BODY

CONCLUSION

Fechas de Selectividad curso 2011/2012 (Junio y Septiembre)

Compositions (Optional Topics) for 2nd Bachillerato:

Video on Reported Speech

How to do a good composition in detail (2nd Bachillerato):

Selectividad Text: 'I'm Working from Home' Para Bach. B / C.

Ciclo de Grado Medio: Traffic on the internet

REPORTING VERBS + REPORTED SPEECH + REPORTING ORDERS / SUGGESTIONS / QUESTIONS

Reported speech

Word order

Functions and examples

Important points

Reported questions

Form

Negative questions

Yes/no questions

Who, what, which

Say and tell

Direct and indirect speech

Using objects

Orders and instructions

Form, functions and examples

CRITERIOS ESPECÍFICOS DE CORRECCIÓN - INGLÉS 2º BACHILLERATO. (CARLOS III) L.O.E.

EXAMEN DE SELECTIVIDAD 2º BACHILLERATO (TRABAJO PARA CASA)

English Idioms

Conjugación de verbos en inglés (REPASO CICLO FORMATIVO GRADO MEDIO)

Tablas de Conjugación del verbo en inglés: send

B.

as...as - tan...como
not as...as - no tan..como