https://www.youtube.com/watch?v=gK12tjcqpsM
TAG QUESTIONS
PRACTICE
1
Imagine that you’re at a barbecue party. Add tags to start a friendly conversation:
a. These sausages are delicious, …………………………….?
b. You haven’t been here long, ……………………………….?
c. It’s a big garden, ………………………………..?
d. There aren’t many people here yet, …………………………………….?
e. You’re Celia’s friend, ……………………………………?
f. You came together, ………………………………..?
g. These burgers look good, …………………………………?
h. We can sit on the grass, …………………………….?
i. We’ve been lucky with the weather, …………………………………..?
2. Complete the conversation. Put in the question tags.
Sally: You don’t really want to marry me, …………………………..?
John: Of course I do. But I need time.
Sally: you love me, ……………………………?
John: You know I love you. I’ve told you enough times, ………………………………….?
Sally: Yes, that’s true. But, you’re really happy, …………………………………………? The situation doesn’t bother you, …………………………………….?
John: why are we arguing? There’s nothing to argue about, ………………………………………?
Sally: No, you’re right. You can’t ever see things from my point of view, ……………………………………?
Exercises for Evaluation
* In pairs: Write a job interview dialogue using Tag Questions and other questions.
* Record a job interview with a partner using Question Tags and other questions.
USED TO - WOULD
ROALD DAHL
Second Memory: The Great Mouse Plot
My second and only other memory of Llandaff Cathedral school is extremely bizarre. It happened a little over a year later, when I was just nine. By then I had made some friends, and when I walked to school in the mornings, I would start out alone but would pick up four other boys of my own age along the way. After school was over, the same four boys and I would set out together across the village green and through the village itself, heading for home. On the way to school and on the way back, we always passed the sweet-shop. No we didn't; we never passed it. We always stopped.
The sweet-shop in Llandaff in the year 1923 was the very centre of our lives. To us, it was what a bar is to a drunk, or a church is to a bishop. Without it, there would have been little to live for. But it had one terrible drawback, this sweet-shop. The woman who owned it was a horror. We hated her, and we had good reason for doing so.
EXERCISES USED TO / WOULD
2. The simple past tense, used to and would are all possible ways to talk about the past. The sentences below are all in the simple past. Read them and discuss these questions:
1. Which sentences could be changed to would + verb?
2. Which sentences could be changed to used to + verb?
When I was a child:
a. I was afraid of the dark.
b. I believed in ghosts.
c. I went on vacation to Disney World in 1999.
d. I broke my leg skiing.
e. I sucked my thumb when I was tired.
f. I started learning the piano.
g. I had long hair.
h. I went to the movies every Saturday.
i. I didn’t like vegetables.
j. I lived downtown.
THE VERB PHRASE
PRACTICE
Leer el texto y marcar las frases verbales que aparecen allí. Excepto en el caso de los verbos modales, indicar si se refieren a un hecho o a una situación habitual, si a una situación que tiene lugar ahora o alrededor de este momento, o si tuvo lugar en el pasado:
E-ISSN 2240-0524
Journal of Educational and Social Research Vol 8 No 1 - January 2018 - Research Article © 2018 Kassiani et.al..
This is an open access article licensed under the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/3.0/)
A Study about Internet Addiction of University Students
Abstract
Internet addiction is the most modern form of addiction and belongs to behavioral addictions. The term appeared in 1996 and spread very quickly all over the world, especially among teenagers and young people. Many users escape the formal use of the Internet and easily lose control of the situation. The article aims to deal with the university students’ addiction to Internet and social media. It is a fact that most young people spend valuable time on the Internet without knowing the negative impact this engagement may have. For this purpose, a questionnaire based on the Internet Addiction Test was formulated, in order to answer a number of questions about Internet addiction, the consequences and causes of this phenomenon, the ways of dealing with the problem, the indications (information) and statistical data available for Greece, etc. The results obtained will be very useful and can be used by researchers to shape the profile of new and future uses, regarding the impact of internet use on professional life and development of young people, but also in dealing with social phenomena and adaptation problems.
Keywords : Internet, Addiction, Social Media, PC, Online
Conclusions
Internet offers incredible possibilities; it feeds us with information, news, entertainment, etc. It is a useful interactive tool, which facilitates our everyday life when used reasonably. The use of social networking sites, especially by the young people, should be done sparingly so as not to provoke extreme behaviors. A future expansion of the research will be further quantitative analysis of the collected data in order to identify the existence of correlations between answers to different questions, and if there are significant differences in the impact of Internet regarding sexes.
FRASES VERBALES
Evaluación
1. Marcar las frases verbales que aparecen en las siguientes oraciones. Indicar si se refieren a un hecho o a una situación habitual, si a una situación que tiene lugar ahora o alrededor de este momento, o si tuvo lugar en el pasado:
a. These jeans do not fit me anymore.
b. The three children are playing in the park.
c. I did the washing after eating Chinese food.
d. When Jasmine arrived the bus had left.
e. Erin was feeding some guinea pigs when he fell from the stool.
f. The dispenser has a lot of napkins.
R E C I P I E S
Hello students,
I'm enclosing another recipe that a student sent me:
Tangerine cake recipe by Susan:
Mix three tangerines including the skin and removing the seeds. Add three eggs, one tea cup of oil and one tea cup of sugar. Pour the mix into a bowl. Add three tea cups of flour with one teaspoon of baking soda. Put it in a pizza dish, sprinkle with sugar and bake.
Regards,
Pat
Hello students,
I’m enclosing a recipe for a chocolate cake. This is the specialty of a student-chef we have in one of our groups. I’ve tried it. It’s DELICIOUS!!!
Regards,
Pat
CHOCOLATE CAKE
Put in a bowl three cups of self-rising flour, one teaspoon of sodium bicarbonate, two cups of sugar, half cup of bitter cocoa and half cup of sweet cocoa. Mix and add three eggs, three quarters of a cup of oil and two cups of boiling water. With the first cup of the water mix the ingredients with energy. Then add the second cup of water.
Kisses,
Susan
Hi students,
I'm enclosing another recipe that Susan sent me. Enjoy it!!
Best regards,
Pat
Granola recipe: Turn on the oven at minimum temperature. In a baking dish, put half a kilo of rolled oat and 3 spoons of honey. Stir 3 or 4 times for 20 minutes. Remove from the oven. Let it get cool and add 100 grams of raisins, 150 grams of walnuts or almonds, 3 spoons of oat bran and ½ cup toasted crushed sesame seeds. Keep it in a glass jar.
Susan
ANOTHER RECIPE!!
Recipe:
Ingredients
- 3 eggs
- 120 grams white chocolate
- 120 grams of cream
Separate the eggs (place the egg whites in a large bowl)
Preheat the oven to 170C
Melt the chocolate in a double boiler over hot water.
120 g. cream cheese (softened)
Remove the bowl from the double boiler add 3 egg yolks and mix well.
Add 1/3 meringue into the cream cheese batter and blend well.
Por the batter into the pan.
Pour some hot water.
Dust with powdered sugar if you like
Whit love: Zulema
Recipie
Pork loin
with dark beer and honey
INGREDIENTS
·
Pork
loin 500-600 gr
FILLING:
·
Ham
100 gr
·
Roquefort cheese 50 gr
·
Mozzarella
100 gr
·
Purple
Onion
·
Bell
Pepper
·
Pistachio
SAUCE:
·
Garlic:
1 clove
·
Dark
Beer 1 450ml
·
Honey
1 tablespoon
CONDIMENT:
·
Salt
·
Pepper
·
Provençal
·
Paprika
·
Olive
oil
Steps:
1) Take the loin, cut the fat, and
start cutting it from the bottom, along but without cutting the opposite side, turn
the loin and make another cut, continue that until opening totally the loin. The
sense of this is to make a plaque of meat for filling it.
2) Brown the onion and the bell pepper in olive oil, apart from that.
3) With the loin totally open, start inserting the filling, first the ham along the loin but leaving a margin of meat for the correct close of the loin at the end, following with the different kinds of cheese respecting the same margin, then onion and bell pepper previously browned, and finally the pistachio.
4) Close the loin making a roll, and ending with the meat's margin previously left, wrapping the loin and leaving all the filling inside. You can help yourself at the end by using toothpicks or sewing it.
5) Take the loin and put it in a saucepan with a dash of olive oil, and brown the stuffed loin.
6) Make a mixture with the beer, the chopped garlic, the honey, and if you want, a little mustard. Put the mixture on the loin, and leave it to cook in minimum fire with the saucepan covered, at least one and a half hour until the sauce has a creamy consistency. Take a look during the cooking and turn over the loin to make a homogeneous cooking. It usually doesn’t happen, but if you see the liquid reduce a lot, you can put some dash of water. And if at the end of the cooking there is a lot of liquid you can take off the lid to make it reduce to get the creamy consistency.
7) Serve with Spanish fries or mashed potatoes.
LECTURA COMPRENSIVA
REFERENCIAS TEXTUALES
PRÁCTICA
Hurricane Irma
A record-breaking hurricane is causing death and destruction as it passes through the Caribbean and heads towards the U.S. state of Florida. On Thursday, Hurricane Irma caused major devastation across the Caribbean islands of Barbuda, St. Martin, Anguilla and the British Virgin Islands. The Prime Minister of Barbuda, Gaston Browne, said about 95 per cent of the buildings on the island had suffered some damage. He said: "It's absolute devastation. The island is literally under water….Barbuda is barely habitable." A government official for St Martin said: "There is massive destruction. We'll concentrate our first efforts so that in the next hours people can get access to food and drinking water."
Hurricane Irma is a category 5 storm –the strongest on the 1-5 scale hurricanes. It is the second strongest hurricane ever to be recorded and the strongest ever recorded east of the Caribbean Sea. Irma has kept a wind speed close to 300 kph for more than 24 hours. This is the longest period ever recorded. Meteorologists said Hurricane Irma was over 1,200 km wide. It is likely to become a Category 4 hurricane when it makes landfall in Florida on Saturday morning. Florida officials have already ordered a mandatory evacuation of Florida Keys – the southern part of the state of Florida. Residents there, are bracing themselves for winds of up to 300 kph and massive and damaging storm surges.
A. Responde las siguientes preguntas
1. ¿Qué cantidad de construcciones sufrieron daños?
2. ¿En qué se van a concentrar los esfuerzos según el Primer Ministro?
3. ¿A qué categoría pertenece el huracán Irma?
4. ¿Por cuánto tiempo se mantuvo el viento de 300kph?
5. ¿Cuándo podría bajar a categoría 4?
B. Busca los antecedentes de los referentes marcados en el texto.
TRABAJO PRÁCTICO
Chocolate - Comprehension Questions and Text References
Emma de Dios Álvarez
University of Valladolid (Valladolid, Spain)
Chocolate originated in Mexico with the Aztec Indians and came to Spain through the Spanish conquerors. Christopher Columbus encountered cocoa beans for the first time in 1502.
The Aztecs used cocoa beans to make a bitter, foamy beverage called tchocolatl, which was drunk during religious celebrations. The Spaniards weren't fond of tchocolatl, but that didn't stop them from shipping the beans back home. Charles I received a shipment in 1525. Spain held a monopoly over the cocoa trade for about a hundred years.
Although it arrived in Italy in the late 16th century, cocoa didn't really become a trend outside of Spain until 1615, when Louis XIII married Anne of Austria, the daughter of King Philip III of Spain. Chocolate was served at their wedding in Paris, and soon after that, it became a favorite drink for French aristocrats.
During the sixteenth and seventeenth centuries, chocolate was the most popular drink in Spain. Popular foods at the time were sponge cake, marzipan, turron, and crystallised fruits. Richard Ford in Gatherings from Spain said that chocolate "is for the Spanish what tea is for the English and coffee for the French. It is found nearly everywhere and it is always excellent."
Today, Spain is a major producer of chocolate, with 50 large manufacturers and countless small-scale producers. The quality of Spanish chocolate is still excellent. However, chocolate products are not widely marketed outside the country.
A. Responde las siguientes preguntas en español.
1. Where was chocolate initially used?
2. How did the Aztecs name it?
3. Did Spanish like this beverage?
4. How many years did the Spanish monopoly of chocolate last?
5. When did the chocolate catch on in other countries?
6. What other types of food were popular in Spain during the sixteenth and seventeenth centuries?
7. How did Richard Ford describe chocolate?
8. What do you think Gatherings from Spain is?
9. How does the writer describe Spanish chocolate?
10. Is Spanish chocolate massively marketed outside the country?
B. Busca los antecedentes de los referentes marcados en el texto y expresa si la referencia es anafórica o catafórica.
https://youtu.be/06olHmcJjS0
PAST CONTINUOUS and PAST SIMPLE
The Life of a Genius
Antoni Gaudí Cornet was a Catalan architect who has become internationally recognised as one of the most prodigious experts in his discipline, as well as one of the top exponents of modernism. His exceptional ground-breaking genius made him the inventor of a unique, personal and incomparable architectural language that defies classification.
Architectural studies
In 1870, when he was working at various jobs to enable him to pay for his studies, he moved to Barcelona to pursue his academic career in architecture. He was an inconsistent student, but he was showing some evidence of brilliance that opened doors for him, when he started to collaborate with some of his professors. When he completed his studies at the School of Architecture in 1878 the Director, Elies Rogent, declared: “I do not know if we have awarded this degree to a madman or to a genius; only time will tell.” Undeniably, however, the young architect’s ideas were not a mere repetition of things that had already been done up to that time, nor could anybody receive them with indifference.
Above and beyond his relationship with Güell, Gaudí received many commissions and proposed numerous projects. Many of these, fortunately, were transformed into reality, but some never made it off paper.
During his mature period, masterpieces followed one after another: the Bellesguard Tower, Park Güell, the restoration of Mallorca Cathedral, the church on the Güell Estate, Casa Batlló, La Pedrera, and lastly, the Church of the Sagrada Familia.
Surprisingly, the magnificence of Antoni Gaudí’s architecture coincided, as the result of a personal decision by the architect, with a progressive withdrawal by the man himself. Gaudí, who in his youth had frequented theatres, concerts and tertulias (social gatherings), went from being a young dandy with gourmet tastes to neglecting his personal appearance. At a certain moment of his life, he was eating frugally and distancing himself from social life, while simultaneously, he was devoting himself ever more fervently to a religious and mystical sentiment.
The final goodbye
Gaudí died on the 10th of June 1926. He was knocked down by a tram while he was making his way, as he did every evening, to the Sagrada Família from the Church of Sant Felip Neri. After being struck he lost consciousness, and nobody suspected that this dishevelled old man who was not carrying any identity papers was the famous architect. He was taken to the Santa Cruz Hospital, where he was later recognised by the Priest of the Sagrada Família. He was buried two days later in that very church, following a funeral attended by throngs of people: most of the citizens of Barcelona came out to bid a final farewell to the most universal architect that the city had ever known.
PRACTICE
1. https://www.youtube.com/watch?v=0_lrUe7sAAc
2. https://www.perfect-english-grammar.com/past-simple-past-continuous-exercise-1.html
EVALUATION
Write a text about another talented person, similar to the one about Gaudí, using Past Continuous and Past Simple. This exercise should be done in your Academic Portfolio:
https://es.slideshare.net/marcopolosilvasegovia/portafolio-estudiantil
TRADUCCIÓN AUTOMÁTICA
Aplicar traducción automática al siguiente texto, corregirla y mejorarla:
Anderson (1995, p. 68) points out that "the current major Machine Translation (MT) evaluation effort, funded by the Advanced Research Projects Agency (ARPA), shows that when compared to expert human translators, MT systems perform only about 65% as well on the average".
According to the data students use MT regularly to look up one word, translate instructions, and to double-check their work. Students perceive MT to be helpful in their language learning, especially acquisition of vocabulary, but are conscious that MT produces errors. To this last point, it is encouraging that students are critically assessing the output of the MT tool. This is a skill that should be fostered as a part of our instruction in best practices. We want our students to question linguistic constructions and to monitor cultural competency and if the MT tool provides yet another venue through which we may develop these critical skills, is it not advantageous to integrate this tool into our discussions rather than to prohibit it as taboo? Faculty are skeptical of a positive impact on language learning but do not see it as a threat to the profession. There is a trend with professors indicating MT is more useful in advanced level courses but overall there are many opinions on how it should (not) be integrated and what constitutes academic dishonesty. Looking ahead, we seek to question the current policy in the four language programs within the Department of Romance Studies at Duke University that prohibits the use of MT in language course assignments.
RUBRIC FOR A WRITING
CRITERIA
|
4
|
3
|
2
|
1
|
Remarks
|
Content: the topic and main idea are clear.
|
|
|
|
|
|
Organization: in general, has a logical sequence (introduction, body and conclusion)
|
|
|
|
|
|
Vocabulary and grammar: correct use of the vocabulary and grammar rules.
|
|
|
|
|
|
RUBRICA PARA DESEMPEÑO ORAL
Criterios para la corrección
|
Escalas ilustrativas
|
Desempeño
|
ALCANCE (1 a 4)
|
Alcance general
Riqueza de vocabulario
|
|
CORRECCIÓN (1 a 4)
|
Corrección gramatical
Control de vocabulario
|
|
FLUIDEZ (1 a 4)
|
Fluidez
|
|
INTERACCIÓN (1 a 4)
|
Interacción global
Turnos de palabra
Colaboración
|
|
COHERENCIA (1 a 4)
|
Coherencia
|
|
