- exercises to improve your writing skills (intermediate)
- Exercises to improve your writing skills (advanced)
- games to review structure and ideas (advanced)
Learn how to make questions in English:
Exercise 1: write questions for the underlined words
Exercise 2: write questions for the underlined words
Exercise 3: pdf exercise with answers
Opinion – Size – Age – Shape – Color – Origin – Material – Purpose
If we take the first letter of each one, it creates OSASCOMP which is an easy way to remember the order.
Let’s look at an example about describing a bag.
- reported speech: worksheet + answers
- passive voice: worksheet + answers
- relative clauses:
RELATIVE CLAUSES (ORACIONES DE RELATIVO)
Jack, who's retired now,
spends a lot of time with his grandchildren.
Ø That:
es el pronombre relativo más utilizado en el inglés hablado, ya que se
puede utilizar tanto con personas como con cosas. Se utiliza para sustituir
“which”, “who” o “whom”.
·
This
is the book that won the Pulitzer prize last year.
(Este es el libro que ganó el Permio Pulizer el año
pasado.)
·
This
is the restaurant that received the excellent reviews in the newspaper.
(Este es el restaurante que recibió excelentes críticas en
el periódico.)
Which: sólo se puede utilizar con las cosas.
·
My
new job, which I only started last week, is already very stressful.
(Mi nuevo trabajo, que acabo de empezar la semana pasada,
ya es muy estresante.)
·
The
house which we lived in when we were children burnt down last week.
(La casa en la que vivíamos cuando éramos niños se quemó la
semana pasada.)
Ø
Who: sólo se puede utilizar con las personas.
·
My
sister, who just moved in with me, is looking for a job.
(Mi hermana, que se acaba de mudar conmigo, está buscando
trabajo.)
·
I
never met someone who didn’t like music.
(Nunca he conocido a alguien que no le guste la música.)
Ø
Whose: El uso de “whose” indica posesión,
tanto para las personas como para las cosas.
·
That
is the girl whose parents got divorced last year.
(Esa es la chica cuyos padres se divorciaron el año
pasado.)
·
Paul,
whose wife just had a baby, will not be at work for a few weeks.
(Paul, cuya esposa acaba de tener un bebé, no irá a trabajar durante unas semanas.)
Choose the correct relative pronoun
·
The
university where I teach is an excellent school.
(La universidad donde enseño es una escuela excelente.)
·
Can
you tell me when is the best time to call?
(¿Puedes decirme cuando es la mejor hora para llamar?)
Choose the correct relative adverb
·
The
exam [that] I took this morning won’t be corrected and returned until next
week.
(El examen que hice esta mañana no se corregirá ni se
devolverá hasta la semana que viene.)
·
The
woman [who] I’m dating is a teacher.
(La mujer con quien estoy saliendo es profesora.)
Decide whether the relative pronouns must be used or not.
Hay dos tipos de oraciones de relativo: las que añaden información
adicional y aquellas que modifican (o definen) el sujeto de la oración:
Ø
Non-defining Relative Clauses: estas
oraciones agregan información adicional. Se utilizan comas para separar la
cláusula relativa del resto de la oración. No se puede utilizar “that” en lugar
de “which” o “who” en este tipo de cláusula.
Ejemplos:
·
My
friend Tony, who is an excellent writer, is helping me with my English paper.
(Mi amigo Tony, quien
es un escritor excelente, está ayudándome con mi redacción de inglés.)
·
The
report, which my boss asked me to write last week, still isn’t finished.
(El informe, que mi
jefe me pidió que escribiera la semana pasada, todavía no está terminado.)
Defining Relative Clauses: estas oraciones definen el sustantivo e identifican a qué cosa o persona nos referimos. No se usan comas con este tipo de oraciones.
Ejemplos:
·
I wrote the report that you asked for.
(Escribí el informe que me pidió.)
·
She
never met the man who saved her father’s life.
(Nunca conoció al hombre que salvó la
vida de su padre.)
Nota: El significado de la frase cambia
dependiendo de qué tipo de oración de relativo se utiliza.
Ejemplos:
|
The employees who worked long hours
completed their projects on time. (Los empleados
que trabajaban largas horas terminaron sus proyectos a tiempo.) |
|
The employees, who worked long
hours, completed their projects on time. (Los empleados,
que trabajaron muchas horas, terminaron sus proyectos a tiempo.) |
Passive voice exercises
HOW TO DESCRIBE A PICTURE.
1st. Focus on the main part of the picture at the beginning.
Look at this picture. What can you see? This is a picture of a group of people canyoning.
2nd . Describe as much as you can.
In the middle of the photo, there is a young woman. She’s about ... years old. She’s got long fair hair. She’s wearing …
Useful language:
This picture shows...
There is / there are ...
I can see...
In the foreground / in the background
On the right / on the left
3rd . Try to use your imagination to make assumptions.
For example: The woman could be on holiday after a hard week at work. Maybe her brother has a Extreme Sport business ...or maybe she just enjoys taking risk for fun. She might be with two close friends. Maybe they are spending the weekend in a rural house in the mountains and they are trying new experiences that give them a thrill and make them forget about the stress of the daily routine.
Useful language: I think... Maybe / Perhaps...
Modal verbs of deduction: she must / can’t / might be …
She looks…(happy.)/ She looks like … (my little sister).
4th. You can also use personal stories Use your stories and examples from your life to speak more. People are much more comfortable talking about their experiences.
It is best to think about the WHO WHAT WHERE WHEN WHY HOW of each picture. Think about the subject, environment, time of day, weather, location, culture...this will give you ideas to keep you talking.
* Write affirmative, negative and interrogative sentences
- present perfect or past simple:
- past simple or past perfect:
- vocabulary exercises related to crime , crime 2
UNIT 1
GRAMMAR REVISION
- Present simple or continuous I complete
- present simple or continuous II choose the right answer
- present simple or continuous III complete
- mixed tenses choose the right answer
- mixed tenses II choose the right answer
-mixed tenses III complete
READING COMPREHENSION
- Read: Parents and technology
- Read the text. Are the following statements true or false:
2) Teresa loves her mum's comments on Facebook.
3) One of Teresa's mum's doubts about computers is something you learn at Primary School.
4) Her mum is good at making blurry photos.
5) Teresa's mum only asks her about her doubts on the computer.
How to use unless (minute 2.40)
- Activity 1: send me an email. Introduce yourself. Write about:
- How did you feel while you were on quarantine?
- Something you've learnt while you were at home.
- What did you miss the most?
- Book: Trends for bachillerato 1 by Burlington books
- English evaluation criteria
- New class organisation: Blended learning is an approach to education that combines online educational materials and opportunities for face-to-face interaction with traditional place-based classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place,...
- Pre-evaluation test
|
1) “Don’t do it!”
|
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2) “I’m leaving tomorrow”
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3) “Please get me a cup of tea”.
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4) “She got married last year”.
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5) “Why don’t we travel to UK?”
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6) “Could you explain number four, please?”
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7) “Where do you live?”
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8) “We went to the cinema and then to a Chinese
restaurant”.
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9) “I’ll come and help you at twelve”
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10) “What are you doing tomorrow?”
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11) “Don’t go!”
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12) “Do you work in London?”
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13) “Could you tell me where the post office
is?”
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14) “Come here!”
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15) “I’ve never been to Wales”.
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16) “Have you ever seen ‘Lord of the Rings’?”
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17) “I don't like mushrooms”.
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18) “Don't be silly!”
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19) “Would you mind waiting a moment please?”
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20) “How often do you play sport?”
7)
Modal verbs: Fill in the gaps with a modal verb.
1. You ____________ fall asleep when you are driving.
2. You ____________ feed the cat, it isn't hungry.
3. ____________ you help me move the furniture?
4. A fish ___________ swim, but it ____________ fly.
5. The children ____________ leave school early tomorrow.
6. You ____________ wait any longer, you ____________ go now.
7. The fire spread quickly but everyone ____________ escape.
8. You ____________ drive so fast, we're not late.
9. ____________ we go climbing? - No, let's go swimming.
10. You can only smoke in the canteen, you ____________ smoke in this
room.
11. You ____________ leave medicines in places where children can get
hold of them.
12. My
grandfather was very clever, he ____________ speak four languages.
13. I'm hungry.
- Don't worry, I ____________ make a sandwich for you.
14. You
____________ shout, I can hear you.
15. She's got
temperature, she ____________ go out today, she ____________ stay in bed.
16. The boy
fell into the river but we ______________ rescue him.
17. Yes, you
______________ learn the verbs before the exam.
18.
____________ I borrow your bicycle tomorrow?
19. Dad, you
____________ smoke so much, it's bad for you.
20. Sir,
____________ I make a suggestion?
21. We aren't
sure about tomorrow, but we ____________ go to the beach.
22. I arrived
home at eleven p.m. because I ____________ work late.
23. She hates
____________ get up early.
24. Mary keeps
crying, she ____________ have a problem.
25. I think you
____________ take the train, it's faster than the bus.
26.
____________ I ask you for the next dance?
27. Don't wait
up for me. I ____________ stay in town tonight.
28. The milkman
____________ put water in the milk.
29. If you go
to town, you'll ____________ do some shopping.
30. You
____________ bring an umbrella, it isn't going to rain.
31. Do you
think you ____________ tell your teacher what happened?
|
modal verb
|
Positive
|
Negative
|
have to /
don't have to
(had to: for the past)/ needn’t
|
strong obligation (possibly from outside)
• Children have to go to school.
• She has to pay a fine.
|
no obligation =
needn’t
• She doesn't have to work on Sundays.
• You don't have to eat anything you don't
like.
|
must / mustn't
|
strong obligation (possibly based on the
speaker's opinion)
• I must study today.
|
prohibition
• You mustn't smoke here.
|
should /
shouldn't
|
advice
• You should save some money.
|
advice
• You shouldn't smoke so much.
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MODAL
|
USES
|
EXAMPLES
|
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CAN
|
a. General ability in the present or future
b. Possibility
c. Prohibition (can’t)
d. Request (informal)
e. Offering (informal)
f. Impossibility (negative only)
g. Permission (informal)
h. Negative deduction in the present
|
I can speak Spanish. I
can help you later.
He can lift this table
because he’s very strong
You can’t smoke here
Can I use your car?
Can I help you?
You can't see the dentist
now.
You can take the car
tomorrow.
He can’t be out. I’ve
just seen him
|
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COULD
|
a. General ability
in the past
b. Possibility (not
certain)
c. Polite request
d. Impossibility in
the past
e. Suggestion
|
She could swim well at
the age of four.
The keys could be in the
car.
Could I have a word with
you?
I couldn't open the door.
You could get advice from
your doctor
|
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BE ABLE TO
|
a. General ability in the
present (= can)
b. Specific past ability
managing to do something
despite difficulty
c. General ability in the
future
|
He is able to dress
himself.
We were able to find the
house although we had no map.
We will be able to visit
you next week.
|
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MAY
|
a.
Future possibility (probability)
b.
Negative possibility ( “ )
c.
Polite request (formal)
d.
Permission (formal)
e.
Prohibition (formal)
|
It
may rain tomorrow.
He may not arrive tonight.
May I call you later?
You may take the car.
You
may not smoke in the library.
|
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MIGHT
|
a.
Possibility ( less probable than “may”)
b.
Negative possibility
c.
Past form of may
|
It might rain tomorrow.
Tom might not be available today.
She
said that our plan might work.
|
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SHOULD
/
OUGHT
TO
|
a.
Giving advice
b.
Asking for advice or information
c.
Telling somebody that it is right /wrong to do
something
d.
Polite suggestion when unsure of answer
e.
90% certainty / prediction
|
You
should (ought to) see a doctor.
Should
I phone the police?
You
shouldn't lose your temper with people
Should
I put the bags here?
He
should (ought to) do well in the exam.
|
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MUST
|
a.
Obligation, future intention
b.
Orders
c.
Strong necessity
d.
Almost certainty / possitive deduction in the present
e.
Persuasion; strong recommendation
f.
Prohibition / Something forbidden (Neg.)
|
I
must write a letter to my aunt.
You
must go out
You
must observe the speed limit.
The
lights are on. She must be at home.
You
must go and see that film.
You
mustn’t smoke inside the hospital
|
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HAVE
/ HAS TO
|
a.
External obligation / necessity
b.
lack of necessity (Neg.)
c.
past necessity
d.
future necessity
|
We have to wear school
uniforms.
We don't have to pay this
until September.
He had to leave early.
We will have to leave
soon.
|
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NEEDN’T
|
a. Lack of necessity (=
don't have to)
|
You needn't come today if
you don.t want to
|
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SHALL
|
a.
Polite question or offer of help
b.
Suggestions or asking for suggestions
c.
Future with I / we as subject (not common).
|
Shall
I carry this bag for you?
Shall
we meet at the entrance?
I
shall (will) find a hotel when I get there.
|
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WILL
|
a.
Certainty, prediction
b.
willingness
c.
spontaneous decision
c.
Polite request
d.
Promises and threats
|
He
will arrive at six o'clock.
I
will marry you.
I’ll
answer the door.
Will
you pass the sugar, please?
I
will bring you a souvenir from Rome
|
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WOULD
|
a.
Polite request
b.
Repeated past action
c.
Past form of will
d.
Expressing preference (would rather)
|
Would
you move your car, please?
I
would walk on the beach every morning.
We
wondered when he would join us.
I
would rather have tea.
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NEED
TO
|
a.
Necessity
|
My
sister needs to go to the dentist
|
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USED
TO
|
a.
Past routines
b.
Past states now finished
|
We
used to play here when we were school mates
I
used to be very shy but now I am not.
|
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MODAL PERFECT
|
USE
|
EXAMPLE
|
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MUST
HAVE + Past Participle (P.P.)
|
When
we are certain about past actions or draw logical conclusions
|
Paul didn't answer my
calls. He must have beenout all day.
|
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MUSTN’T
HAVE + P.P.
CAN’T
HAVE + P.P.
|
When
we are certain something did not happen
|
He must not have
heard about the earthquake. (= can't have heard)
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MAY/MIGHT/COULD
HAVE + P.P.
|
When we are not sure
because we
do not actually know what
happened in the past
|
Paul is late for work.
He may have missed the bus. He might have left his
house late.
|
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COULD
HAVE + P.P.
|
when we had the ability
to do something in the past but we didn't do it
|
I could have gone to the party but didn't
want to.
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COULDN’T
HAVE + P.P.
|
To
express that something didn’t happen the way it seemed
|
He
couldn’t have done anything wrong
|
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SHOULD
HAVE + P.P.
|
When expectations were
not fulfilled
When sensible advice
wasn't followed
|
He should have
arrived by now, but he still isn't here.
You should have
checked the brakes on your car before starting out.
|
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SHOULDN’T
HAVE + P.P.
|
To refer to a foolish
past action
|
You shouldn't
have taken the car without asking.
|
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WOULD
HAVE + P.P.
|
When we were willing to do something, but didn't do
it
|
I would have
helped you, but I was away for the weekend.
|
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WILL
HAVE + P.P. (Future Perfect)
|
When we talk about an action that
will be completed by some point in the future
|
By this time next year
I will have passed all my exams.
|
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NEEDN’T
HAVE + P.P.
|
To
express the absence of necessity in the past
|
You
needn’t have bought anything to the party
|
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