HOMEWORK FOR AFTER CHRISTMAS (ALL GROUPS, INCLUDING CALC)

You don't have to do the last one: it is a speaking exercise. We will do it in class in January

HOMEWORK FOR CALC B2 and B2 (17.00-19.00 and 19.15-21.15 groups)

CALC: Exercise 3 on page 144 and the exercises on the picture that I have uploaded below
17.00-19.00 and 19.15-21.15 group: Exercises 2 and 3 on page 144 and the exercises in the picture below

HOMEWORK FOR B2 (17.00-19.00 group and 19.15-21.15 group)

Workbook, pg 35, exercise 5 and 6

THE US AND THE BRITISH SYSTEMS OF EDUCATION

HOMEWORK FOR CALC B2 (WEDNESDAY 11 DECEMBER)

Homework for Monday (19.15 group) and Tuesday (17.00 group)

HOMEWORK FOR CALC B2 (WEDNESDAY, 4 DECEMBER)

Homework for Wednesday (CALC)

HOMEWORK FOR CALC (WEDNESDAY)

Homework for Wednesday. Try the pronunciation exercises, too

HOMEWORK FOR ALL B2 GROUPS (INCLUDING CALC)

Homework for all B2 groups, including CALC. I have attached the key, so you can do it and correct it yourselves at home

MISTAKE IN THE HOMEWORK: THESE ARE THE EXERCISES

Hi. There was a mistake in the homework for this weekend. These are the exercises. Sorry!

HOMEWORK FOR ALL B2 GROUPS (INCLUDING CALC)

You have the key, so you can do it yourselves, ok? Have a nice weekend

HOMEWORK FOR TUE-THU GROUP (FOR TUESDAY!)

This is for Tuesday. For Thursday, remember: the writing

HOMEWORK FOR MO-THU GROUP (FOR MONDAY)

We will do the first worksheet in class. You can do the other one at home. Also, you can go to this link and do the "travelling" and "holidays" activities

https://www.englishrevealed.co.uk/fce_vocabulary.php

HOMEWORK FOR TUESDAY-THURSDAY GROUP

HOMEWORK (FOR CALC GROUP ONLY!)

Exercises 4 and 5 for Friday. CALC group only!

HOMEWORK FOR B2 (CALC: WAIT UNTIL NEXT WEEK)

This homework is for all my B2 groups, including CALC, but CALC students will have to wait until next week to do it

Past Perfect key (B2)

Key to Past perfect homework

Phonemic Chart

Comezo de clases

Hola a todo o alumnado da Sección de Cangas da EOI de Vigo.

Son Alberto Parada, novo xefe de estudos da sección. Preséntovos os horarios para este curso: niveis, aulas, datas de comezo... Un saúdo e vémonos pronto!!

C1: KEY OF THE LAST EXERCISE (future continuous, future perfect)

1.- By tomorrow, we will have been married for 20 years
2.- The London-Brussels flight is due to arrive at 2
3.- The government is to pass a law prohibiting guns
4.- I´ll be seeing John, so I can speak to him (NOT A VERY GOOD EXAMPLE)
5.- By July, we will have been living here for 20 years
6.- The committee is due to meet with the owners
7.- I imagine Roger will put up his Christmas decorations in Novenber
8.- My son is going to be 18 years old next March

LINKS TO OTHER EOI TESTS

This link has previously been provided on the blog, but I am publishing it again because it is very good: there is access to lots of tests from other Autonomous Regions

http://www.eoiguia.com/modelos-de-pruebas

Here's another good one:

https://sites.google.com/site/eoivillaverde/modelos-examen-otras-comunidades

HOMEWORK B1

All groups: workbook, page 26: all the page

C1: C2 reading tests

Here is a list of C2 (Proficiency) Reading tests. It is on www.idiomium.es, which has a good range of exams at different levels and from several Autonomous Regions

https://idiomium.es/ejercicios-de-examen-reading-c2/

C1: How to approach the Oral Test

Here is a sum up of how to approach the oral test:

Monólogo: estructura

a.- Idea principal

b.- Opinión sobre a idea principal

c.- Resposta á pregunta específica do monólogo

d.- Perspectiva de futuro

Puntúa a naturalidade, non ir punto por punto dunha maneira artificial, xa que é un discurso dirixido a outra persoa (o outro candidato)

Interacción:

Primeira parte:

Cada texto é unha “foto” que se debe comentar con respecto ao tema proposto.

Acórdase non penalizar ao que non da unha idea principal dun texto porque non pode repetir o xa mencionado polo outro candidato.

Non se trata de resumir, aínda que se admite: consiste en explicar qué importancia tén, qué relevancia tén, o parágrafo para o tema proposto. O texto é como unha foto que se debe comentar en relación cun determinado tema.

Aconséllase ir punto por punto, para preservar a orde no discurso.

Segunda parte: admítese como bó descartar un texto en primeiro lugar. Admítese tamén certa variedade por parte do candidato á hora de enfocar este punto.

HOMEWORK C1: Business and brands

HOMEWORK FOR B1

B1.1 (16.45): exercise on healthy and unhealthy food (on the blog); student's book: pg 103: exercise 7 and 8: workbook: pg 69, exercise 6
B1.2 (17.15): workbook: page 53, exercise 6; pg 54: exercise 2; pg 55: exercise 5
B1.3 (19.30): exercise on healthy and unhealthy food (on the blog); student's book: pg 103: exercise 7 and 8: workbook: pg 69, exercise 5 and 6

HOMEWORK B1: ADVANTAGES OF HEALTHY FOOD AND DISADVANTAGES OF UNHEALTHY FOOD

UNHEALTHY FOOD

Junk food has little or no ____________ value

It has high levels of __________ and sugar

It is excessive in  ___________

You develop high blood __________

It is an important cause of heart ___________  and  ___________

HEALTHY FOOD

You lose __________

It reduces the _________  of cancer

It prevents heart __________

Healthy products are usually ________ in calcium, which is good for your bones

A good diet helps you keep in a good _________

A healthy diet improves your _________

pressure             risk         diseases (x2)     fat          weight                 mood                   calories              memory  rich                   nutritional                        depression

C1: HOMEWORK

Here you are some exercises related to graph reporting. We have already done a graph reporting writing, but I think we need to go over ("revise") a couple of concepts. We will correct it in class, and then I will give you one more graph reporting writing to do at home.

C1: BUSINESS VOCABULARY

You did this activity last year, but it is worth doing again because it has excellent business vocab

C1 HOMEWORK: Grammar review

Here is a review of some grammar for advanced level. There is a short explanation and a link with exercises.

INVERSION

Inversion happens in English for emphasis, dramatic purpose or formality. To invert a sentence move the adverbial to the beginning of the sentence and invert the subject and auxiliary verb: 'I had never met someone so interesting.' becomes 'Never had I met someone so interesting.'

We usually make inversions with negative adverbs. Here are some negative adverbs and adverb phrases that we often use with inversion:

Hardly	Hardly had I got into bed when the telephone rang.
Never	Never had she seen such a beautiful sight before.
Seldom	Seldom do we see such an amazing display of dance.
Rarely	Rarely will you hear such beautiful music.
Only then	Only then did I understand why the tragedy had happened.
Not only ... but	Not only does he love chocolate and sweets but he also smokes.
No sooner	No sooner had we arrived home than the police rang the doorbell.
Scarcely	Scarcely had I got off the bus when it crashed into the back of a car.
Only later	Only later did she really think about the situation.
Nowhere	Nowhere have I ever had such bad service.
Little	Little did he know!
Only in this way	Only in this way could John earn enough money to survive.
In no way	In no way do I agree with what you're saying.
On no account	On no account should you do anything without asking me first.

You can try inversion here

CLEFT SENTENCES

We use cleft sentences, to connect what is already understood to what is new to the listener. In a cleft sentence, a single message is divided (cleft) into two clauses. This allows us to focus on the new information.

IT CLEFT SENTENCES are the most common type of cleft clause. The information that comes after it is emphasised for the listener. The clause which follows the it-clause is connected using that and it contains information that is already understood. We often omit that in informal situations when it is the object of the verb:

A: Sharon’s car got broken into yesterday, did it?

B: No. It was Nina’s car that got broken into!

WH- CLEFT SENTENCES are most often introduced by what, but we can also use why, where, how, etc. The information in the wh-clause is typically old or understood information, while the information in the following clause is new and in focus:

A: I don’t know what to cook for them? I don’t know what they like.

B: What they like is smoked salmon.

You can try cleft sentences here

WISHES AND REGRETS: “I wish, If only, It’s time, It’s high time”

A.- Use of I wish / if only:

There are three distinct types of  I wish / if only  sentences:

1.      Wish, wanting change for the present or future with the simple past.

2.      Regret with the past perfect.

3.      Complaints with would + verb.

1.- Expressing a wish:

Form: If only / I wish + simple past

Use:

-To express a wish in the present or in the future.

-The simple past here is an unreal past.

-When you use the verb to be the form is “were”.

Example: If only I knew how to use a computer. (I don’t know how to use a computer and I would like to learn how to use it)

2.- Expressing regret:

Form: If only / I wish + past perfect

Use:

-To express a regret.

-The action is past.

Example: If only I had woken up early. (I didn't wake up early and I missed my bus.)

3.- Complaining:

Form: I wish / if only + would + verb

Use:

-To complain about a behavior that you disapprove.

-Expressing impatience, annoyance or dissatisfaction with a present action.

Example: I wish you wouldn't arrive so late all the time (I'm annoyed because you always come late and I want you to arrive on time)

B.- It’s time / It’s high time

Form: It’s (high) time + past simple

Use:    -When someone should have already done something

Example: It’s (high) time the government took measures about the problem (It hasn’t taken measures, and it’s urgent)

You can practise wishes and regrets here

REPORTING PASSIVES: news reporters often use phrases like: "It is believed that..." and "The suspect is known to be..." These structures are called passive reporting structures.

Meaning and use: This structure is used to report information in a formal style or to report facts. Passive structures hide the source of the information. This is because a) it is obvious b) the source is unimportant or is 'people in general', or c) the source is unknown.

Common verbs used with these structures: say, think, expect, know, believe, understand, consider

Form: A passive reporting structure can take two forms:

1.- It + passive reporting verb + that-clause

• It is known that the sky is blue
• It is known that the criminal escaped
• It is thought that chocolate is delicious

2.- Subject + passive reporting verb + to-infinitive

• The sky is known to be blue
• The criminal is known to have escaped
• Chocolate is thought to be delicious

You can practise reporting passives here