RELATIVE CLAUSES

Dear students,

Today we are going to study relative clauses. Relative clauses are introduced by a relative pronoun:

WHO	people	This is the teacher who makes videos for her students🎬
WHICH	things	The car which is parked here belongs to my dad🚗
THAT	people or things in defining relative clauses	This is the teacher that makes videos for her students The car that is parked here belongs to my dad
WHERE	Place	Valladolid is the town where I was born👶
WHEN	Time	I’ll never forget the day when we met.😍
WHY	Reason	That is the reason why I want to learn English📚✈
WHOSE	Possession	The boy whose father is a cop never comes to class👮
WHOM	preposition + who	This is the guy with whom I am in love.💖 (This is the guy who I am in love with)

 There are two types of relative clauses: defining and non- defining.

DEFINING RELATIVE CLAUSES

1. They give ESSENTIAL information.
2. That can substitute who and which.
3. Who, which, that and when can be omitted.

These are the students who/that are studying Bachillerato.

These are the students (who/that) I teach.

NON-DEFINING RELATIVE CLAUSES

1. They give EXTRA information.
2. The relative clause is written between commas.
3. That cannot substitute who or which.
4. The relative pronoun can't be omitted.

These students, who are very nice, are studying Bachillerato.

As you see, relative clauses are quite simple. You shouldn't have any problem with them! 

Here you have the link to the PREZI: Link

Here you have the video with explanations in Spanish. It was made with love for all of you but especially for Thais 😉.

And here you have several links with exercises to practise. I really hope you find them useful!

Exercise 1 (online)

Exercise 2 (test online)

Exercise 3 (test online)

Worksheet 1

Worksheet 2

Worksheet 3

Worksheet 4

Worksheet 5  with answers 1 and answers 2

Natalia

DESCRIPTION OF A PLACE

 Dear students,

Today we are going to read an example of a composition describing a place. Remember that it is really important to use a lot of "colourful" adjectives, which will actually improve your composition.

 

The structure you may want to follow is:

 

PARAGRAPH 1: Description of the city. Location and size.

PARAGRAPH 2: What to do.

PARAGRAPH 3: Recommendations. Where to stay and when to go.

 

Thank you Laura for your great work describing Madrid!!😘

MADRID

 

Madrid is a big impressive city in the centre of Spain, about 506 kilometres from the city of Barcelona. As it is a big city, there's plenty of sites to visit and discover. It is lively, trendy, characterful and it has an old historic part and a new part, It is also famous for its monuments, football stadium, food and shops.

Madrid isn't a compact town, you can go by bus, train and metro to other different places. In the town centre there are a lot of amazing places such as parks, theatres, clubs or pubs. Here the day and the night is surprisingly lively and crazy. You can usually find street artists, they are incredible. One of the highlights of staying here is visiting the Retiro, it's such a beautiful park and here you have a lot of amazing things to do, but if you prefer anything more peaceful, you can go to a lot of beautiful cafés and museums.

The best time to visit the town is in the summer and in the winter, and the best time to visit the villages nearby is in the summer, because at this time you can enjoy the best weather, parties, festivals, and you will be able to value the culture and places better. Madrid is always worth visiting!

EVALUACIÓN DOCENTE FINAL. 2º BACHILLERATO.

Chicos/as,

el curso ha acabado y toca hacer balance de los aspectos positivos y negativos. Esta es la última evaluación de este curso, y para mi es muy importante conocer vuestras opiniones, para poder mejorar en el futuro. Ha sido un auténtico placer daros clase. A aquellos que no aprueban todo en junio, ánimo para septiembre, todo esfuerzo tiene su recompensa. A los que sí que aprobáis todo ahora, enhorabuena. A todos en general os voy a echar mucho de menos y os deseo lo mejor en esta nueva etapa de vuestras vidas.

¡Hasta pronto!

EVALUACIÓN

VíDEO DESPEDIDA 

Natalia

Passives 1º Bachillerato

Dear students,

today we are going to study the passive voice. We are going to focus on two types on passives, the "normal" one and the structure HAVE/GET SOMETHING DONE.

Links to the Prezi presentation: Prezi

We use the passive voice when the performer of the action is not relevant. The important thing is the action, not the subject.

To write passive sentences, we need a SUBJECT+ TO BE+ P.PARTICIPLE (+BY+ AGENT).

Let's see some examples:

We look at the TENSE (tiempo verbal) and we "give" it to the verb to be. Then, we take the main verb (in this case "write"), and we use the past participle (-ed for regular verbs; 3rd column for irregular verbs). You can get a copy of this grammar worksheet here.

PRESENT SIMPLE Students study English	English is studied (by the students)
PRESENT CONTINUOUS Students are studying English	English is being studied (by the students)
PAST SIMPLE Students studied English	English was studied (by the students)
PAST CONTINUOUS Students were studying English	English was being studied (by the students)
PRESENT PERFECT Students have studied English	English have been studied (by the students)
PRESENT PERFECT CONTINUOUS Students have been studying English	English have been being studied (by the students)
PAST PERFECT Students had studied English	English had been studied (by the students)
PAST PERFECT CONTINUOUS Students had been studying English	English had been being studied (by the students)
FUTURE SIMPLE Students will study English	English will be studied (by the students)
GOING TO Students am going to study English	English is going to be studied (by the students)
FUTURE CONTINUOUS Students will be studying English	English will be being studied (by the students)
FUTURE PERFECT Students will have studied English	English will have been studied (by the students)
CONDITIONAL Students would study English	English would be studied (by the students)
CAN Students can study English	English can be studied (by the students)
MUST Students must study English	English must be studied (by the students)
SHOULD Students should study English	English should be studied (by the students)

PASSIVE WITH TWO OBJECTS:

When we have a DIRECT object AND an INDIRECT object, native speakers prefer to put the INDIRECT object as the subject of the passive sentence. The rest remains the same as in a "normal" passive.

They gave me a present  →  A present was given to me → I was given a present.


HAVE/GET SOMETHING DONE

When we talk about a service performed for us, we use the structure HAVE/GET SOMETHING DONE. Note that get is more informal.

We use the verb HAVE/GET in the appropriate tense, then the thing and then the verb in the PAST PARTICIPLE.

Te has cortado el pelo (pero has ido a la pelu): You have had/got your hair cut.
Me van a pintar la casa: I am going to have/get my house painted.
Me arreglaron el coche la semana pasada: I had/got my car fixed last week.


PRACTICE:

active to passive 1
Active to passive 2
Active to passive 3
 
Passive to active 1 

Passives with two objects

Passives

Have something done
Have something done2

Here you have the video, I hope you find it useful.

 

See you in class!

Natalia

Oral presentation: RUBRIC

Dear students,

Here you have the rubric with which I am going to mark you. Read it carefully and try to get the highest mark in each category.

CATEGORY	2	1,5	1	0
Contenido	Demuestra completo conocimiento sobre el país del que habla. La presentación es interesante y capta la atención de la audiencia.	Demuestra buen conocimiento sobre el país del que habla. La presentación es interesante aunque algunas partes se hacen pesadas.	Demuestra conocimiento sobre algunos aspectos del país del que habla. Sin embargo, la presentación se hace pesada/aburrida por momentos.	No parece conocer muy bien el país del que habla. La presentación es monótona y aburrida.
Habla Claramente	Habla claramente y y lo suficientemente alto todo (100-95%) el tiempo y no tiene mala pronunciación.	Habla claramente y lo suficientemente alto la mayor parte (100-95%) del tiempo. No tiene mala pronunciación.	Habla claramente y la mayor parte (94-85%) del tiempo pero con una mala pronunciación. El volumen no es el adecuado durante algunas partes de la presentación.	A menudo habla entre dientes o no se le puede entender o tiene mala pronunciación. El volumen con frecuencia es muy débil para ser escuchado por todos los miembros de la audiencia.
Vocabulario	Usa vocabulario apropiado para la audiencia. Aumenta el vocabulario de la audiencia explicando las palabras que podrán ser nuevas para ésta. Utiliza vocabulario rico y variado.	Usa vocabulario apropiado para la audiencia. Incluye algunas palabras que podrán ser nuevas para la mayor parte de la audiencia, pero no las explica, por lo que la audiencia puede no entenderlas. El vocabulario es variado.	Usa vocabulario apropiado para la audiencia. Incluye alguna palabra nueva para la audiencia pero en su mayoría	Usa varias palabras o frases que no son entendidas por la audiencia. El vocabulario es simple y repetitivo.
Límite-Tiempo	La duración de la presentación es de 8-10 minutos.	La duración de la presentación es de 6-7 minutos.	La duración de la presentación es de 5 minutos.	La duración de la presentación es de menos de 5 minutos o más de 10.
Postura del Cuerpo y Contacto Visual	Tiene buena postura, se ve relajado y seguro de simismo. Establece contacto visual con todos en el aula durante la presentación.	Tiene buena postura y establece contacto visual con todos en el aula durante la presentación.	Algunas veces tiene buena postura y establece contacto visual.	Tiene mala postura y/o no mira a las personas durante la presentación.

Please, make sure you DON'T READ and that your powerpoint/prezi presentation DOES NOT include a lot of text. These two aspects will take points off in your final mark.

You can download the document HERE.

GOOD LUCK! 🍀🍀