Showing posts with label 1ºBac. Show all posts
Showing posts with label 1ºBac. Show all posts

Nov 2, 2016

Cumulative Mixed Tense Exercises

When doing exercises on mixed verb tenses, remember to read well the sentences or text before filling in with your choices. 

Look for context and key words which may help you write or choose right.   

Here are some exercises for you to practise.




Apr 4, 2014

March 17th: Saint Patrick's Day

Saint Patrick is the patron saint of Ireland. He was born in Roman England in 387 AD and was the son of a Christian Deacon. At the age of 16 he was sold into slavery by a group of Irish raiders who attacked his village. During his captivity in Ireland he reported to have heard God speaking to him in his dreams. It is believed that this is where he first had his epiphany of converting the Irish to Christianity. 

After 6 years St.  Patrick escaped home to his family. Later, he travelled to a French monastery where he studied for twelve years, before returning to Ireland to complete his mission. He travelled throughout Ireland, establishing monasteries, churches and schools to Christianise the country. He carried out his mission in Ireland for thirty years and died on March 17 in AD 461. 

Since then, that day has been commemorated as Saint Patrick’s Day. A shamrock was used by Patrick to explain the Mystery of the Blessed Trinity to the Ancient High Kings of Ireland.

St Patrick’s Day is celebrated in many parts of the world, especially by Irish communities and organisations.
Many people wear an item of green clothing on the day. Parties featuring Irish food and drinks that are dyed in green food colour are part of this celebration. It is a time when children can indulge in sweets and adults can enjoy a “pint” of beer at a local pub. Many restaurants and pubs offer Irish food or drink, which include:
  • Irish brown bread.
  • Corned beef and cabbage.
  • Beef and Guinness pie.
  • Irish cream chocolate mousse cake.
  • Irish coffee.
  • Irish potato champ, also known as poundies, cally or pandy.
  • Irish stew.
  • Irish potato soup.
Some people plan a pilgrimage to St Patrick’s Purgatory, which is commonly associated with penance and spiritual healing since the early 13th century. It is on Station Island in Lough Derg in County Donegal where St Patrick had a vision promising that all who came to the sanctuary in penitence and faith would receive a pardon for their sins.


  St Patrick's Day is a bank holiday in Northern Ireland (United Kingdom) and the Republic of Ireland. St Patrick’s Day is also a festive occasion in some parts of the world where it is not a public holiday. Therefore, traffic and parking may be temporarily affected in streets and public areas where parades are held in towns and cities.





Nov 25, 2013

Modal Verbs

Main characteristics

1) Modal verbs are followed by a bare infinitive (except for have to and ought to, which both are known as semi-modal verbs). E.g.:  
I must do my homework 
They may be in the house
butShe ought to give up smoking

2) They don't need auxiliary verbs (except for have to). E.g.:  
Can you do it?
You cannot swim
but: She doesn't have to come tomorrow 

3) They admit contractions (except for may and have to). E.g.:
We can't speak Japanese
They mightn't work next week
but: You may not come in here

4) They never add 3rd-person singular -s ending in the Present Simple (except for have to):
Peter must work harder
She can jump very high
but: My girlfriend has to wear a school uniform

5) Some are defective: must and can. E.g.:
I can go today
I could go yesterday
I'll be able to go tomorrow
I must do it now
I had to do it yesterday
I'll have to do it tomorrow


Expressing Ability: CAN, COULD & BE ABLE TO
1) Present ability: Can
I can speak English

2) Past ability: Could
She couldn't swim when she was ten

3) Ability in other tenses: Be able to 
We'll be able to pass English next term (Future)
They have been able to escape (Present Perfect)

Expressing Obligation: MUST vs. HAVE TO
1) Internal obligation: Must (in general expresses what the speaker thinks  is necessary)
I must study for tomorrow's English exam (= I want to do it)

2) External obligation: Have to (in general suggests that somebody else has imposed the decision)
I have to be early at home  (= my parents oblige me)

However, there's no difference between must and have to in American English. In British English, Have got to is often used in informal language instead of have to (colloquial short form gotta also used in American English, though).
I have to wear a helmet at work = I must wear a helmet at work (AmE)
I have to get up early = I've got to get up early = I've gotta get up early = I gotta get up early

Expressing Lack of Obligation: DON'T HAVE TO & NEEDN'T
I don't have to wear a uniform at my school
I needn't go to school in the evenings

Expressing Prohibition: MUSTN'T
You mustn't smoke in the school
We mustn't play football inside the hotel facilities

Expressing Advice and Recommendation: OUGHT TO, SHOULD & MUST
I think you ought to follow a low-fat diet (+ formal, rare in AmE)
You should come with us and forget about your problems (- formal)
In my opinion, you must speak to her (informal)

Expressing Certainty and Possibility: MUST, MAY, MIGHT, COULD, CAN'T
1) Certainty (100% sure): Must
Someone is knocking on the door, it must be mum

2) Possibility (50% likely): May
Peter may be in his office now 

3) Probability (25% likely): Might & Could
They might come to the match with us tomorrow

4) Impossibility (0% likely): Can't
They telephone is ringing, but it can't be dad

Notice:
NEED is not a modal verb (it's lexical). It expresses necessity and can be followed by either a noun phrase or a verb (to-infinitive). Remember the lack of necessity is conveyed by means of DON'T NEED (TO) (kind of similar to don't have to when followed by a verb), and NEEDN'T is a different form (it is a modal verb) to express lack of obligation (same as don't have to):
I need some more apples 
I need to buy some more apples (it's necessary)

I don't need to buy any more apples (it's not necessary)

I needn't buy any apples (I'm not obliged to)

Why not practise here?
Exercise1, Exercise2, Exercise3, Exercise4, Exercise5, Exercise 6, Exercise7.



Nov 11, 2013

Thanksgiving Day

Hi you guys!

Definitely, it seems November is a month which is full of festivals, and that's true! Halloween, Bonfire Night, and now Thanksgiving Day. But actually, what's Thanksgiving? What's the origin of this festivity? Where and how is it celebrated nowadays?  Let's watch a series of videos on Thanksgiving and learn about its history, customs and current celebrations.


First, a fun, cartoon-like slide that covers how Thanksgiving became a national holiday.  Ready to know about the Mayflower, the Pilgrim Fathers, the Native Americans and Squanto? Play the video and enjoy. Download a comprehension worksheet that I prepared for you here.























The second video is a historical clip with subtitles in English, which illustrates the history of the Pilgrims going to America and describes present-day Thanksgiving celebrations.























A third video tells us about the Thanksgiving history from the Native Americans' viewpoint.




Then, Thanksgiving in Canada, which is observed on a different day and has a different background from  USA Thanksgiving Day. I'm leaving another worksheet here so that you can check your comprehension.





Just for fun, the real Thanksgiving story? :-)





And at last, a song entitled "It's Thanksgiving" by Nicole Westbrook. Download this worksheet from here and do it as you watch the music clip.


Nov 4, 2013

Guy Fawkes and the Gunpowder Plot

I said that I would tell you about Guy Fawkes and why 5 November is the traditional day for fireworks in England.
The year was 1605. Two years earlier, the old Queen, Elizabeth I, had died. She had ruled England for 45 years. She died unmarried and without children. Her nearest relative was King James VI of Scotland, who travelled south to London to become James I of England.
At that time there were bitter divisions in Western Europe between Protestants and Catholics. England was predominantly a Protestant country, but there were some powerful Catholic families. (Some old houses near Birmingham have secret rooms -- priest holes -- where Catholic priests could be hidden at times of persecution.) Many Catholic families, despite their religion, were loyal to the King. But others wanted to overthrow the King and replace him with a Catholic monarch. They looked to France and Spain for help.

One such group included a man called Guy Fawkes. He was a professional soldier, who had fought in the Spanish army in the Netherlands. He and his fellow conspirators rented a storeroom beneath the Houses of Parliament. Secretly, they filled it with barrels of gunpowder. They planned to blow up the Houses of Parliament on 5 November at a time when the King and many of the most powerful men in England were there. They hoped that Catholics in England would then rebel, and that Spain would send an army to put a Catholic king on the throne of England.

But one of the plotters sent a secret letter to Lord Monteagle advising him to stay away from Parliament. Monteagle was a Catholic, but he immediately gave the letter to Robert Cecil, the King's chief minister, who ran a security and intelligence service. Cecil sent men to search the Parliament building. They found Guy Fawkes and 36 barrels of gunpowder. The rest of the plotters were quickly arrested, or died in a fight with the King's men at Kingswinford near modern Birmingham. The survivors were tried and executed in a horrible way.

And ever since then, English people have celebrated the discovery of the Gunpowder Plot by building bonfires and letting off fireworks on 5 November. Often they place an effigy of Guy Fawkes on the fire. They have an old rhyme which goes:

Remember, remember the Fifth of November
Gunpowder, treason and plot.
I see no reason why gunpowder treason
Should ever be forgot.


In the picture, people from Lewes, near Brighton (south England) celebrating Bonfire Night with parades along the night.




Would you like to listen to it?


Further Practice:
Reading on Guy Fawkes Night here.
Watching a video with comprehension questions here.

Oct 31, 2013

Extra Practice for Unit 1

Dear students,

I don't intend to overwhelm you at all, but as you are asking me for more materials for you to practise, there you go, a set of worksheets on Unit 1. So now, you don't have an excuse...

What's more, I promise I'll commit myself to uploading an extra practice set of worksheets for every unit. But, I want you to keep your end of the bargain and work hard.

See you around!


Worksheets:
Reading: Worksheet, Answer-key.
Listening: Worksheet, Audio1, Audio2, Answer-key, Tapescript.
Grammar: Worksheet, Answer-key, Worksheet2, Answer-key2.
Vocabulary:  Worksheet1, Answer-key1, Worksheet2, Answer-key2.
Writing:  Worksheet1, Answer-key1, Worksheet2.

Halloween and other festivals

Apart from Halloween, English-speaking countries also observe some other national festivals, among which I would like to tell you some lines about the below described. During this year we will be dealing with them all more in depth, in addition to others that are not mentioned in this post... but just take this as an advance.


Independence Day, commonly known as the Fourth of July, is a federal holiday in the United States commemorating the adoption of the Declaration of Independence on July 4, 1776, declaring independence from the Kingdom of Great Britain. Independence Day is commonly associated with fireworks, parades, barbecues, carnivals, fairs, picnics, concerts, baseball games, family reunions, and political speeches and ceremonies, in addition to various other public and private events celebrating the history, government, and traditions of the United States. Independence Day is the National Day of the United States.

Bonfire Night or Firework Night, is an annual commemoration observed on 5 November, primarily in Great Britain, and especially in England where it is very deeply rooted. People commemorate Guy Fawkes’s failure to blow up the English Parliament in 1605 by burning effigies of Fawkes in bonfires and having fireworks displays. Children usually ask adults for ‘a penny for the guy’ which they set on fire in bonfire get-togethers.

Last, but not least, Thanksgiving Day is another US communal celebration marked as a sense of gratitude that people feel for all the good things in life. This is done by offering prayers, gifting your near and dear ones. The fourth Thursday in the month of November is marked for the yearly celebration. American families celebrate Thanksgiving by family reunion and feasting (they have a special meal based on roast turkey and pumpkin pie), parades and football matches.


Want to listen to it?

Oct 30, 2013

A Guide to PCSE English

The main objective of Post-compulsory Secondary Education (Bachillerato) in the subject matter of English is for the students to take advantage of all the grammatical contents that they were assimilating during the previous four-year Compulsory Secondary Education (ESO). Now it is not simply enough, however, to "fill in the gaps," "put the words in order" or "understand" texts  by means of matching sentences or just say "true or false". The students will need to go much deeper in what they have learnt so far, and make good use of their knowledge in order to produce texts, get along in a given conversation and understand texts which have not been seen in class. 

In order for the assimilation of information to turn out effective, the students must:

1) Write down all the vocabulary seen in class, homework or online practice (blog, twitter, etc.).

2) Develop their writing competence through sentences, paragraphs and essays.

3) Read all the texts in every unit and also those texts proposed by your teacher as homework, and practise reading comprehension throughout four different types of questions:
  • True or False and sentence justification.
  • Complete sentences using given words from a text.
  • Identify synonyms or similar expressions in a text.
  • Answer questions consulting the text without copying the exact words from the text.
4) Know how to distinguish the important thing from the secondary one in conversation recorded in English.

5) Be able to participate efficiently in class by :
  •  Answering questions posed by your teacher.
  • Giving brief opinions or joining in a class debate.
  • Contributing examples to  grammatical structures or semantic groups seen in class.
  • Refuting ideas proposed by other students (expressing disagreement) and argue their own opinions.

For all of the above, a set of guided activities will be ready for the students to willingly develop those aptitudes (reading, writing, listening, speaking) or contents (grammar, vocabulary, pronunciation, sentence making, question making and so on) needed.  
 

Oct 24, 2013

Halloween... revised

Ancient Origins of Halloween

Halloween's origins date back to the ancient Celtic festival of Samhain (pronounced sow-in). The Celts, who lived 2,000 years ago in the area that is now Ireland, the United Kingdom and northern France, celebrated their new year on November 1. This day marked the end of summer and the harvest and the beginning of the dark, cold winter, a time of year that was often associated with human death. Celts believed that on the night before the new year, the boundary between the worlds of the living and the dead became blurred. On the night of October 31 they celebrated Samhain, when it was believed that the ghosts of the dead returned to earth. In addition to causing trouble and damaging crops, Celts thought that the presence of the otherworldly spirits made it easier for the Druids, or Celtic priests, to make predictions about the future. For a people entirely dependent on the volatile natural world, these prophecies were an important source of comfort and direction during the long, dark winter.

To commemorate the event, Druids built huge sacred bonfires, where the people gathered to burn crops and animals as sacrifices to the Celtic deities. During the celebration, the Celts wore costumes, typically consisting of animal heads and skins, and attempted to tell each other's fortunes. When the celebration was over, they re-lit their hearth fires, which they had extinguished earlier that evening, from the sacred bonfire to help protect them during the coming winter.

By 43 A.D., the Roman Empire had conquered the majority of Celtic territory. In the course of the four hundred years that they ruled the Celtic lands, two festivals of Roman origin were combined with the traditional Celtic celebration of Samhain. The first was Feralia, a day in late October when the Romans traditionally commemorated the passing of the dead. The second was a day to honour Pomona, the Roman goddess of fruit and trees. The symbol of Pomona is the apple and the incorporation of this celebration into Samhain probably explains the tradition of "bobbing" for apples that is practised today on Halloween.
On May 13, 609 A.D., Pope Boniface IV dedicated the Pantheon in Rome in honour of all Christian martyrs, and the Catholic feast of All Martyrs Day was established in the Western church. Pope Gregory III (731–741) later expanded the festival to include all saints as well as all martyrs, and moved the observance from May 13 to November 1. By the 9th century the influence of Christianity had spread into Celtic lands, where it gradually blended with and supplanted the older Celtic rites. In 1000 A.D., the Church would make November 2 All Souls' Day, a day to honour the dead. It is widely believed today that the Church was attempting to replace the Celtic festival of the dead with a related, but church-sanctioned holiday. All Souls Day was celebrated similarly to Samhain, with big bonfires, parades, and dressing up in costumes as saints, angels and devils. The All Saints Day celebration was also called All-hallows or All-hallowmas (from Middle English ''Alholowmesse'' meaning All Saints' Day) and the night before it, the traditional night of Samhain in the Celtic religion, began to be called All-hallows Eve and, eventually, Hallowe'en.

 

Halloween Comes to America

Celebration of Halloween was extremely limited in colonial New England because of the rigid Protestant belief systems there. Halloween was much more common in Maryland and the southern colonies. As the beliefs and customs of different European ethnic groups as well as the American Indians meshed, a distinctly American version of Halloween began to emerge. The first celebrations included "play parties," public events held to celebrate the harvest, where neighbours would share stories of the dead, tell each other's fortunes, dance and sing. Colonial Halloween festivities also featured the telling of ghost stories and mischief-making of all kinds. By the middle of the nineteenth century, annual autumn festivities were common, but Halloween was not yet celebrated everywhere in the country.

In the second half of the nineteenth century, America was flooded with new immigrants. These new immigrants, especially the millions of Irish fleeing Ireland's potato famine of 1846, helped to popularise the celebration of Halloween nationally. Taking from Irish and English traditions, Americans began to dress up in costumes and go house to house asking for food or money, a practice that eventually became today's "trick-or-treat" tradition. Young women believed that on Halloween they could divine the name or appearance of their future husband by doing tricks with yarn, apple parings or mirrors.

In the late 1800s, there was a move in America to mold Halloween into a holiday more about community and neighbourly get-togethers than about ghosts, pranks and witchcraft. At the turn of the century, Halloween parties for both children and adults became the most common way to celebrate the day. Parties focused on games, foods of the season and festive costumes. Parents were encouraged by newspapers and community leaders to take anything "frightening" or "grotesque" out of Halloween celebrations. Because of these efforts, Halloween lost most of its superstitious and religious overtones by the beginning of the twentieth century.
By the 1920s  and 1930s, Halloween had become a secular, but community-centred holiday, with parades and town-wide parties as the featured entertainment. Despite the best efforts of many schools and communities, vandalism began to plague Halloween celebrations in many communities during this time. By the 1950s, town leaders had successfully limited vandalism and Halloween had evolved into a holiday directed mainly at the young. Due to the high numbers of young children during the 1950s baby boom, parties moved from town civic centres into the classroom or home, where they could be more easily accommodated. Between 1920 and 1950, the centuries-old practice of trick-or-treating was also revived. Trick-or-treating was a relatively inexpensive way for an entire community to share the Halloween celebration. In theory, families could also prevent tricks being played on them by providing the neighbourhood children with small treats. A new American tradition was born, and it has continued to grow. Today, Americans spend an estimated $6 billion annually on Halloween, making it the country's second largest commercial holiday only after Christmas.

 

Today's Halloween Traditions

The American Halloween tradition of "trick-or-treating" probably dates back to the early All Souls' Day parades in England. During the festivities, poor citizens would beg for food and families would give them pastries called "soul cakes" in return for their promise to pray for the family's dead relatives. The distribution of soul cakes was encouraged by the Church as a way to replace the ancient practice of leaving food and wine for roaming spirits. The practice, which was referred to as "going a-souling" was eventually taken up by children who would visit the houses in their neighbourhood and be given ale, food, and money.

The tradition of dressing in costume for Halloween has both European and Celtic roots. Hundreds of years ago, winter was an uncertain and frightening time. Food supplies often ran low and, for the many people afraid of the dark, the short days of winter were full of constant worry. On Halloween, when it was believed that ghosts came back to the earthly world, people thought that they would encounter ghosts if they left their homes. To avoid being recognised by these ghosts, people would wear masks when they left their homes after dark so that the ghosts would mistake them for fellow spirits. On Halloween, to keep ghosts away from their houses, people would place bowls of food outside their homes to appease the ghosts and prevent them from attempting to enter.

 

Halloween Superstitions

Halloween has always been a holiday filled with mystery, magic and superstition. It began as a Celtic end-of-summer festival during which people felt especially close to deceased relatives and friends. For these friendly spirits, they set places at the dinner table, left treats on doorsteps and along the side of the road and lit candles to help loved ones find their way back to the spirit world. Today's Halloween ghosts are often depicted as more fearsome and malevolent, and our customs and superstitions are scarier too. We avoid crossing paths with black cats, afraid that they might bring us bad luck. This idea has its roots in the Middle Ages when many people believed that witches avoided detection by turning themselves into cats. We try not to walk under ladders for the same reason. This superstition may have come from the ancient Egyptians, who believed that triangles were sacred; it also may have something to do with the fact that walking under a leaning ladder tends to be fairly unsafe. And around Halloween, especially, we try to avoid breaking mirrors, stepping on cracks in the road or spilling salt.

But what about the Halloween traditions and beliefs that today's trick-or-treaters have forgotten all about? Many of these obsolete rituals focused on the future instead of the past and the living instead of the dead. In particular, many had to do with helping young women identify their future husbands and reassuring them that they would someday—with luck, by next Halloween—be married. In 18th-century Ireland, a matchmaking cook might bury a ring in her mashed potatoes on Halloween night, hoping to bring true love to the diner who found it. In Scotland, fortune-tellers recommended that an eligible young woman name a hazelnut for each of her suitors and then toss the nuts into the fireplace. The nut that burnt to ashes rather than popping or exploding, the story went, represented the girl's future husband. (In some versions of this legend, confusingly, the opposite was true: The nut that burnt away symbolised a love that would not last.) Another tale had it that if a young woman ate a sugary concoction made out of walnuts, hazelnuts and nutmeg before bed on Halloween night she would dream about her future husband. Young women tossed apple-peels over their shoulders, hoping that the peels would fall on the floor in the shape of their future husbands' initials; tried to learn about their futures by peering at egg yolks floating in a bowl of water; and stood in front of mirrors in darkened rooms, holding candles and looking over their shoulders for their husbands' faces. Other rituals were more competitive. At some Halloween parties, the first guest to find a burr on a chestnut-hunt would be the first to marry; at others, the first successful apple-bobber would be the first down the aisle.
Of course, whether we are asking for romantic advice or trying to avoid seven years of bad luck, each one of these Halloween superstitions relies on the good will of the very same "spirits" whose presence the early Celts felt so keenly.

Here I'm leaving a summary video for you. Enjoy it and have a happy, or maybe unhappy Halloween.



Oct 23, 2013

Present Simple vs Present Continuous

Hello students!

Last week we were talking about the differences between the Present Simple and the Present Continuous. We saw the main difference laid on the fact that the Present Simple is used for habits and daily routines whereas the Present Continuous is for things that are happening at the moment of speaking. But I also told you there were some other uses that I'm leaving for you in this post.

 Clic on the table to enlarge.
The Present Simple is used for:
(1) habits and daily routines:
I walk to school everyday; Tom always gets up early in the morning.
(2) permanent states and true facts:
We are Spanish; The sun rises in the east.
(3) future action set by a timetable or schedule:
The film starts at 7.25 pm.; The art exhibition closes on July 12.

The Present Continuous is used for:
(1) actions happening at the moment of speaking:
I'm walking to school now; She's having a shower at the moment.
(2) temporary actions:
We're learning French this year; They're building a new school here.
(3) arrangements for the near future:
I'm going to the cinema this evening; Anna's travelling to New Jersey next weekend.

Don't forget about stative verbs. These verbs are usually only used in the Present Simple, not in the continuous form. Examples of stative verbs are those denoting state (be, cost, mean, suit), possession (have, have got, own, possess, belong), senses (see, hear, feel, smell, taste), feelings (love, like, enjoy, hate, hope, want, regret, wish, prefer) and brain work (believe, think, understand, notice, realise, know).

For practice:
Exercise 1, Exercise 2, Exercise 3, Exercise 4



Want to listen to it?

Sep 26, 2013

Welcoming Message

Hi guys!

I welcome you to my blog, which is going to be your blog as well. You'll be asked to come around here quite often so that you can go over everything we do in class. Moreover, you may practise your oral skills here, especially listening comprehension, with the aid of the posts that I will be publishing in the blog. And don't forget: I'll be watching you.

See you around!

May 11, 2011

Reported Speech

If we report what another person has said, we usually do not use the speaker’s exact words (direct speech), but reported (or indirect) speech. Therefore, you need to learn how to transform direct speech into reported speech. The structure is a little different depending on whether you want to transform a statement, question or request. Look at the following sentences:

A) Annie said: "I want to stop playing."
B) Annie asked: "Do you want to stop playing."
C) Annie shouted: "Stop playing!"

These sentences give us an example of three different types of sentences: statements (sentence A), questions (sentence B) and commands or requests (sentence C). Let's see now how we transform these types of sentences into reported speech:

A') Annie said that she wanted to stop playing.
B') Annie asked if I wanted to stop playing.
C') Annie told me to stop playing.


Statements
When transforming statements, check whether you have to change:
pronouns
present tense verbs (3rd person singular)
tenses (backshift)
place and time expressions


Pronouns
In reported speech, you often have to change the pronoun depending on who says what. Example:
She says, “My mum doesn’t have time today.” 
She says that her mum doesn’t have time today.

Tenses
A) No backshift:  Do not change the tense if the introductory clause is in Simple Present (e. g. He says). Note, however, that you might have to change the form of the present tense verb (3rd person singular).
He says, “I speak English.” 
He says that he speaks English.

B) Backshift: You must change the tense if the introductory clause is in Simple Past (e. g. He said). This is called backshift, that is, a step back in time:
He said, “I am happy.”
He said that he was happy.
 

The verbs could, should, would, might, must, needn’t, ought to, used to do not normally change.
He said, “She might be right.” 
He said that she might be right.

Place and Time expressions
For place and time expressions you have to check whether place and time are the same in direct and reported speech or not. If they are the same, there is no change from direct to reported speech. However, if they are different, a change of referent must occur. Therefore you always have to think which place and time expressions are logical in a certain situation. In the following table, you will find ways of transforming place and time expressions into reported speech:

An example:
Anne said: "I saw Caroline here today."
Anne said that she had seen Caroline there that day.

Questions
When transforming questions, check whether you have to change:
pronouns
present tense verbs (3rd person singular)
place and time expressions
tenses (backshift)

The same as for statements applies for questions. Also note that you have to:
transform the question into an indirect question
use the interrogative pronoun (for wh-questions) or if / whether (for yes/no questions)


It is also important that you use an indirect question in reported speech, i.e. after the interrogative pronoun or whether / if,  you continue the sentence as if it were a statement (subject-verb etc.). The auxiliary verb do is not used in indirect questions:
He asked: "Where does she live?" 
He asked where she lived.

Commands, Requests and Advice
When transforming commands, check whether you have to change:
pronouns
place and time expressions


For pronouns and place or time expressions see statements in reported speech. Tenses are not relevant for requests – simply use a to-infinite verb in the following pattern:
[Subj + verb + Object + To infinitive]

The introductory verbs when reporting command are, among others, tell, advise, ask, order, command, urge, and so on.
Examples:
She said, "Say hello to your mum." 
She asked me to say hello to my mum.
The teacher said: "Open your books, please."
The teacher told us to open our books.

For negative requests or commands, use not to + infinite verb.
He said, "Don’t give up, Bob."
He advised Bob not to give up.

The expression Let’s + infinitive is usually reported using the verb suggest. In this case, there are various possibilities for reported speech: gerund or statement with should:
Example:
"Let’s go to the cinema," he said.
He suggested going to the cinema / He suggested that we should go to the cinema.


Practice:
Exercise1, Exercise2, Exercise3, Exercise4, Exercise5, Exercise6.

May 10, 2011

Conditional Sentences

Hello pupils!

Today we are going to talk about conditional sentences. Conditional sentences are also known as conditional clauses or If-clauses. They are used to express that the action in the main clause (without if) can only take place if a certain condition (in the clause with if) is fulfilled. There are four types of conditional sentences: Zero conditional (Type 0), First conditional (Type I), Second conditional (Type II) and Third conditional (Type III). Traditionally, zero conditionals and first conditionals are grouped together into the First conditional type, but we are going to study them apart.

Zero Conditional
The zero conditional is a structure used for talking about general truths, or scientific facts, that is, things which always happen under certain conditions. Therefore, the condition is called real condition. A zero conditional sentence consists of two clauses, a subordinate clause (or if-clause) and a main clause. Present Simple is the tense used in both clauses: [if + Present Simple] + [Present Simple].

For example:
If you cross an international date line, the time changes.
Phosphorus burns if you expose it to air.
If you don't water plants, they die.

See, when the if-clause comes first, a comma is usually used. If the if-clause comes second, there is no need for a comma. Note that most zero conditional sentences will mean the same thing if when is used instead of if. For example:
Phosphorus burns when you expose it to air.
When you don't water plants, they die.


First Conditional
The first conditional (conveying the so-called open conditions) is a structure used for talking about possibilities in the present or in the future. Present Simple is used in the subordinate clause whereas future with will is used in the main clause: [if + Present Simple] + [will + infinitive].

Examples:
If I have the money, I will buy this car.
If it's sunny, we'll go to the park.
Peter will be sad if Susan leaves.
If you cook dinner, I'll wash the dishes.

Among other variations, can and imperative are also possible instead of will:
If it doesn't rain, we can go to the beach.
If you drink alcohol, don't drive.
You can pass the subject if you resit the exam.
Call me if you arrive late.

Remember that unless is often used instead of if in a negative clause:
You'll get wet in the rain if you don't take an umbrella with you.
You'll get wet in the rain unless you take an umbrella with you.


Second Conditional
The second conditional (also referred to as unreal, hypothetical or theoretical conditions) is a structure used for talking about unreal situations in the present or in the future. Past Simple is used in the subordinate clause and Present Conditional is employed in the main clause:
[if + Past Simple] + [would + infinitive].

Examples:
If I had the money, I would buy this car.
If dogs had wings, they would be able to fly.
Paula would be sad if Jan left.
I'd pass my exams if I studied harder.

When the verb in the subordinate clause is to be, we use a unique form were for all persons. This is characteristic of British English. In American English, however, was and were forms are admitted.
If I were you, I would drive more carefully in the rain.  (AmE: If I was you...)
I would buy an island on the Pacific If I were rich.  (AmE: ... if I was rich.)

Other variations include could or might instead of would:
If I were President Obama I could rule the world.
If it didn't rain we might go to the concert. 


Third Conditional
The third conditional (expressing past hypothetical conditions) is a structure used for talking about unreal situations in the past. In other words, it is used to talk about things which did not happen in the past and therefore they are impossible to carry out now. In the if-clause we use Past Perfect, and in the main clause Perfect Conditional is used: [if + Past Perfect] + [would have + past participle].

Examples:
If I had had the money, I would have bought this Audi.
If you had driven more carefully, you would not have had an accident.
If we had played a little better, we would have won the game.

Other variations include could have and might have instead of would have:
If we had played a little better, we could have won the game.
I might have spoken a perfect English if my grandma had married an Englishman.



Practice:
Exercise1, Exercise2, Exercise3, Exercise4, Exercise5, Exercise6.

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Causative Have

Have Something Done

Causative have is formed by the subject followed by the verb have conjugated in any tense, then the object, and finally the past participle of the main verb. Therefore, the pattern is:

[Subj + have + object + pp]

1) We use a causative construction when arranging for someone to do something for us. In this type of sentences the subject is not the doer of the action, but the one that orders the action on his or her benefit; in other words, it's the one that causes the action.

 Look at the following set of examples:
(A) They repaired their car.  (active construction)
(B) They had their car repaired. (causative construction)
(C) I cut my hair yesterday. (active construction)
(D) I had my hair cut yesterday. (causative construction)

In instances A and C, the subjects carry out the action expressed by the verbs, that's to say, they repaired their car themselves and I cut my hair myself.  However, in sentences B and D, the subjects do not do anything but order someone else to carry out the actions, namely they arranged for the mechanic to repair the car and I arranged for the hairdresser to cut myself.

More examples:
I am having my room cleaned (I'm not cleaning it myself, I'm making someone else clean it)
My parents have had their house painted (they haven't painted it themselves, they called the painters)
John is going to have his office redecorated (he isn't going to do it, he pays a specialist to do it)

We also use causative have when someone does something to us:
Bill is going to have his money stolen. 
I had my computer broken by my little brother.

Like in the passive voice, the agent must be elided when obvious, not necessary or unimportant. Look at these examples of the three sorts of structures, active, passive and causative.
Active: I will build my new house (I'll make it myself, I'm not going to hire anyone to build it)
Passive: My new house will be built by me (same meaning as above)
Causative: I will have my new house built (I won't build it myself, I paid for the builders to make it)

You see, in the passive sentence the by-phrase is present because it's not common that one builds their own house, so the agent is not obvious, thus necessary. However, in the causative example the agent is omitted because it's normal that builders build buildings, so it is an obvious, unnecessary agent.


Get Something Done

Get is possible instead of have, usually in informal spoken English. The pattern is equal to the have one:

[Subj + get + object + pp]

Examples:
You'll get your hair styled next weekend
I'm going to get my car fixed tomorrow
She got her house painted last year
I get my nails done once a week


Have Someone Do Something

Especially in American English, we can use this construction to talk about giving instructions or orders. In British English make or send is preferred instead of have. The pattern is:

[Subj + have + indirect obj + infinitive + direct obj]

For instance:
I had my assistant type the report (= in BrE, I sent my assistant type the report)
I'll have my lawyer look into it (= in BrE, I'll make my lawyer look into it)


Practice:
Exercise1, Exercise2, Exercise3, Exercise4.

Passive Voice

Usage
The active voice of a verb is used when the subject of the verb refers to the person or thing performing the action described by the verb. In contrast, the passive voice of a verb is used when the subject of the verb refers to the person or thing receiving the action described by the verb. Only a verb which can take an object, i.e. a transitive verb, can be put into the passive voice.

The Passive Voice is more commonly used in English than it is in other European languages such as Spanish or French. As well as being used in everyday English, the passive voice is used extensively in official documents and scientific papers. 

Formation
In the following examples, the verbs in the passive voice are boldtyped:
Active: The boy struck the ball.
Passive: The ball was struck by the boy.
Active: The explorers have found gold.
Passive:Gold has been found by the explorers.

In these examples, the verbs was struck and has been found are in the passive voice. The subjects ball and gold refer to things receiving the actions described by the verbs.

For every tense in the active voice, there is a corresponding tense in the passive voice. In the passive voice, the verb to be acts as an auxiliary. The passive voice tenses of an English verb are formed from the corresponding conjugations of to be, followed by the past participle of the verb.
 
Observe:
The wind is rippling the water > the water is being rippled by the wind
The child's going to open the parcel > The parcel is going to be opened by the child

It should be noted that, when changing the voice of a verb in a sentence while preserving the meaning of the sentence, it is necessary to make sure that the verb agrees with its new subject.
The squirrel ate the nuts > The nuts were eaten by the squirrel
The boys are mowing the lawn > The lawn is being mowed by the boys


Two-object Structures
When a verb in the active voice takes both a direct object and an indirect object (ditransitive constructions), either object can become the subject of the verb when the verb is put into the passive voice, and the meaning of the sentence is preserved. The object which does not become the subject remains as an object. When a verb in the passive voice takes an indirect object, the indirect object is usually preceded by a preposition. However, the preferable and most common construction is using the indirect object as the passive subject:
Active: The guide will show you the museum.
Passive1: You will be shown the museum by the guide.
Passive2: The museum will be shown to you by the guide.

Omission of the Agent
It has been estimated that only 15 to 20 percent of passive sentences mention the agent (in a phrase with by). We do not normally use the by-phrase in the following cases:

1. When the agent is unknown.
My car was stolen. ( I do not know who stole it.)
This table was made in England. (I do not know who made it.)

2. When the agent is obvious or unimportant.
A lot of rice is eaten in Japan. (Obviously by the Japanese.)
Oranges are grown in California and Florida. (Obviously by orange growers.)
An incision is made around the optic nerve and the optic nerve is released. (This example is a good illustration of using the passive to emphasize a procedure or process. It is obvious that a surgeon performs the operation. What is important here is what the surgeon must do, not the surgeon himself.)

3. When we do not want to mention the agent.
The administration admitted that mistakes were made in its handling of the affair.
(The administration does not want to blame anybody, or perhaps does not want to accept responsibility, so the by-phrase is not used.)

4. When the agent has been mentioned previously.
Don Quixote was written by Cervantes. It was finished in 1616.
(It was finished by Cervantes, who has already been mentioned.)

Inclusion of the Agent
The agent with by is usually expressed:

1. When the agent is new information.
This is a true story and was told to me by my mother when I was a little boy.
A: I really like the red paint on your car.  B: Thanks. It was painted by my friend Bob.

2. When the agent is not human.
In a shunt motor, speed is controlled by a rheostat connected in series with the field windings.
Most standardised tests are corrected by a computer.

3. When the agent is well known and should be included because it is important information.
The fountain in Lyon, located in front of Lyon's city hall, was designed by Bartholdi, the designer of the Statue of Liberty.


Practice:
Exercise1, Exercise2, Exercise3, Exercise4, Exercise5.

Apr 5, 2011

Modal Verbs (III)

Expressing Obligation and Advice

Regarding modal auxiliary verbs, we can express obligation by using either must or have to. Sometimes they both can be used to mean the same thing, but there is a significant difference: generally we use must for expressing personal feelings and we use have to for facts. Therefore, if the obligation is internal and personal then we use must, but if it is an external obligation that is imposed by other people, authorities, rules or laws, then use have to.

Examples:
a) My bedroom walls are horrible. I must paint them as soon as possible.
b) I must brush my teeth twice a day to keep them healthy.
c) You have to turn off your mobile phone in a museum.
d) I have to take an exam to enter that college.

In sentences (a,b) we use must because the obligation here is personal, nobody forces us to paint the walls or clean our teeth. However, in sentences (c,d) have to is used because it is the rules in museums and in that college that oblige us to turn mobiles off and to take entry exams.

Also, must is only used for present and future situations, we use the forms of have to for the past and other verbal forms like the infinitive or past participle. For example:
Today I must study for tomorrow's exam. (present situation)
Tomorrow I must wash my car. (future situation)
Yesterday I had to study for an English exam. (past situation)

Remember that must is just the form of present simple, so we need the forms of have to for the formation of the rest of tenses:
I must go - I had to go - I will have to go - I have had to go, etc.

Finally, don't forget that when the speaker imposes an obligation we use must, and when the speaker does not impose any obligation, but he merely informs an obligation that already exists, we use have to:

Teacher to students:
You must do your homework. (The teacher obliges the students to do it)
Student to mother:
I have to do my homework. (The student just transmits his obligation) 

To express advice we use should or ought to. Both modal verbs mean the same thing, although should does not only express advice but it is also employed as a modal for formal invitation and offering. In this sense, ought to is more formal than should, and at the same time it makes reference to laws and social rules, whereas should rather conveys personal feelings or opinions.  For further information and a more extensive explanation of the usage of these two verbs, just read this article. Must is also used as a modal verb expressing advice in a more emphatic way.

Look at these examples:
You should stop smoking. (a personal piece of advice)
You must stop smoking. (not obligation, but emphatic advice)
You ought to wear a helmet when you ride a bike. (advice concerning the law)

The negative forms of these verbs are shouldn't and oughtn't to.
You oughtn't drink when you drive.
We shouldn't watch that film.


Expressing Prohibition and Lack of Obligation

Prohibition is conveyed by mustn't and lack of obligation by don't have to and needn't. So, don't have to and needn't -which mean exactly the same thing- express the idea that something is not required or necessary, it is however possible if so desired. On the other hand, mustn't expresses the idea that something is forbidden, you cannot do it otherwise you will be punished or something bad will happen to you.

Observe:
You mustn't talk in class. (It's prohibited)
We don't have to come to the office tomorrow. (It's not necessary)
We needn't come tomorrow. (It's not necessary)



Practice:
Exercise1, Exercise2, Exercise3, Exercise4, Exercise5.

Apr 4, 2011

Modal Verbs (II)

Expressing Possibility and Deduction

Possibility is conveyed by using some expressions like perhaps, maybe, possibly, probably, unlikely, improbably, surely and certainly, but also by means of modal verbs such as must, may, could, might and can't.

Possibility can be divided into three categories: certainty, possibility, impossibility. The use of these modals will be ranged according to these three parts, namely must for certainty (100%), may for possibility (50%), could or might for probability (25%) and can't for impossibility (0%).

Look at these examples:
a) Peter must be at the office (= Surely he is at the office).
     Pedro debe de estar en la oficina.
b) Peter may be at the office (= Probably he is at the office).
     Puede que Pedro esté en la oficina.
c) Peter might be at the office (= Unlikely, he is at the office).
     Pudiera ser que Pedro estuviera en la oficina.
d) Peter can't be at the office (= Surely, he is not at the office).
     Pedro no puede estar en la oficina.

In sentence (a) the chance that Peter is at the office is very big, maximum indeed 100%, we are completely sure that this is so. In (b) and (c) there is a possibility that Peter is not at the office, higher in (b) with a 50% and more remote in (c) with a 25% of certainty. And in (d), finally, we are sure that Peter is not at the office (0%), so it is impossible.

Logical deduction can be either positive or negative. Positive deduction is expressed with must and negative deduction with can't.  Observe these two situations:

Everyday my father gets home at 5 p.m.
Now it's five o'clock, and someone is knocking at the door. It must be my father.
Now it's two o'clock, and someone is knocking at the door. It can't be my father.

All this refers to present and future situations. For past situations perfect modals are used, but we will leave them for later, or probably next year.

Practice:
Exercise1, Exercise2, Exercise3, Exercise4.

Modal Verbs (I)

Main Characteristics

Modals are special verbs which behave very irregularly in English. These verbs have common features, which are:

1) They don't need auxiliary verbs for questions and negatives (except 'have to'):
     I can't go to the party.
     Should I give up smoking?
     You don't have to come tomorrow. (exception)

2) They go with a bare infinitive, that is, an infinitive without 'to' (except 'have to' and 'ought to'):
      They could play rugby.
      He might come home next weekend.
      She ought to use a seat belt when she drives. (exception)

3) They don't agree in the 3rd person singular present simple:
     She can play the violin beautifully
     She cans play the flute. (error!)


Expressing Ability and Permission

One possibility of expressing ability and permission is by means of the modal auxiliary verbs can and could, the first one in the present simple and the second one in the past simple and conditional. For other tenses, we need the different forms of be able to for ability and be allowed to for permission. Look at these examples below.

Ability:
When I was eight, I could speak good English.
They can play the piano and the keyboard.
Jennifer will be able to pass the year.
I've never been able to ride a motorbike.

Permission:
We couldn't be late on Saturday nights when we were teenagers.
You can go to the toilet now.
She will be allowed to enter without a ticket.
The children haven't been allowed to play in the gardens.

When asking for permission, leaving aside the differences in use of present and past time, we must also have in mind politeness or courtesy, in other words, formality, where can is less polite than could.
Could I borrow your pen, please?
Can I ask you a question?

May is possible as well when expressing permission, just like could but may is even more formal and polite, and especially used in requests:
May I see your identity card, Sir?
You may leave now if you wish.

Don't forget a thing: when translating can/could, if it expresses permission, just use the forms of 'poder' but if it conveys ability then use the paradigm of 'saber.'

Practice:
Exercise1, Exercise2, Exercise3.

Mar 30, 2011

Future Time Clauses

Like all future forms, the Simple Future cannot be used in clauses beginning with time expressions such as: when, while, before, after, by the time, as soon as, if, unless, etc.
Instead of Simple Future, Simple Present is used. Look at these examples:  
As soon as I get home, I'll phone you.  
When you arrive tonight, we will go out for dinner.  
While Peter is sleeping, they will be playing with their Playstation.  
By the time the teacher comes in, we'll have finished our tasks.

Practice: Exercise1, Exercise2, Exercise3.

Expressing the Future

Future can be expressed by means of six different tenses in English: Will-future, Going to-future, present simple, present continuous, future continuous and future perfect. In class we thoroughly studied the different possibilities of tense choice according to the needs of communication and usage. In this post you have a summary of all you need concerning the expression of future time.

A) [WILL + infinitive]: The future with 'will' is used for predictions, opinions, voluntary actions and promises, and sudden decisions. Observe these examples and compare:  
In 2150 people will live in a new planet. (prediction)
The film 'Zenith' will win several Academy awards. (prediction)  
I think my brother will come round for dinner this evening. (opinion)  
We hope you won't fail your final exams. (opinion)
I promise I will not tell anybody your secret. (promise)  
I'll study harder this term. (promise)  
I won't go with you today. (spontaneous decision)  
You look ill, I'll take you to the doctor's. (spontaneous decision)

B) [AM/IS/ARE GOING TO +Infinitive]: The future with 'be going to' is used for general plans and intentions, and predictions with evidence in the present time.
Be careful! You're going to fall off the ladder. (prediction with present evidence)
You failed the test, so you aren't going to pass English. (prediction with evidence) I'm going to give up smoking. (intention)
He isn't going to do a degree in medicine. (general plan)

C) [VERB/VERB+s/es]: The future with Present Simple is used to express timetable future, in other words, scheduled events in the near future. Look at the examples:  
The train to London leaves at 12.35 pm. (scheduled event)
The new theatre opens on July 2. (scheduled event)
What time do we board the plane? (scheduled event)

D) [AM/IS/ARE + Verb-ing]: The future with Present Continuous is used for future arrangements and formal appointments, and near-future plans.  
We're meeting Jane at the cinema at 9 o'clock. (near-future plan)  
I'm seeing the dentist at 5.20 pm. (formal appointment)  
John isn't coming to the party. She's going to a rock concert. (future arrangement)

E) [WILL BE + V-ing]: Future Continuous is used for uninterrupted actions in the future, actions interrupted by time or other actions, parallel future actions and in general it expresses an action that will be happening at a certain moment in the future. Also formal plans.
This time next month I'll be lying on a Caribbean beach. (uninterrupted action)
I will be waiting for you when your bus arrives. (interrupted action)
At midnight tonight we'll still be driving through the desert. (interrupted action)  
While Ellen is reading, Tom will be watching TV. (parallel future action)
Tomorrow morning we will be meeting at the university hall. (formal plan)

F) [WILL HAVE + Past participle]: Future Perfect expresses a completed action before something in the future, that is to say, an action that will be finished at a certain moment in the future. It refers to the past in the future.
By next November I will have received my promotion. (past action in the future)
Come round by 6 a.m., we'll have finished studying. (past action in the future)
By the time I finish this course, I'll have taken ten tests. (past action in the future)

Practice: Exercise 1, Exercise 2, Exercise 3, Exercise 4.