2 BACH

2 BACH TRANSLATION TO REVISE PASSIVE, CONNECTORS AND VOCABULARY UNIT 3

1. Aínda que se probou varias chaquetas de segunda man non  mercou        ningunha  porque non se podía permitir mercar nada máis ese mes, e ademais timárana (habían timado) unha vez nesa tenda.

2. Despois de botar un ollo en internet, decidiu pedir uns pantalóns de marca e vanllos a entregar o próximo  mércores. Como é bastante cutre e impulsivo non  lle mercou o regalo a súa irmá.

3. Os compradores compulsivos as veces entenden a causa dos seus problemas  pero xa  están enganchados e non poden parar de gastar cartos que non teñen.

4.  Sábese que o plástico é un dos grandes problemas para o medio ambiente.

5. Acaba de mudarse a Londres para vivir cerca dos seus familiares.

6. A pesar do perigo, atrevéronse a atravesar a ponte. Non foron cautos en absoluto.

7. A película  era tan aburrida que casi me quedo durmida. 

8. Falou  moi despacio para que os alumnos  entenderan as normas.  

9. Tan pronto como cheguemos, encenderemos o forno para ter a pizza lista.

10.  Vouche dar o paquete hoxe para que lle chegue antes do seu cumpreanos.

11. Os resultados da enquisa non se mostrarán ata que acabe o curso.

12. "Ofrecéronlle unha proposta que non puido rexeitar".

TEXT INTO VOICE

WHENEVER YOU HAVE TO PREPARE AN ORAL PRESENTATION, THE FOLLOWING RESOURCES WILL PUT YOUR TEXTS INTO VOICE SO YOU CAN MAKE SURE YOUR PRONUNCIATION IS CORRECT.

http://www.acapela-group.com/

http://www.acapela-group.com/

The next  one only allows you to write 250 characters at a time but you can download a program both for Windows and Mac that will allow you to include longer texts. 

http://www.naturalreaders.com/index.html

And next is a demo but allows you to  write 250 characters at a time and you can download  it to an MP3 file

http://www.readspeaker.com/voice-demo/

Warm-up. Describing a scene

PAIR ACTIVITY

Students A watch the first half of the scene with no sound and describe it to their partners who won't be facing the screen, And then switch roles.

Describe what you see as much as you can. Not only actions, the way they move, what they are wearing, the atmosphere, what you can guess about the people from what you see around them.

They should then be allowed to watch the whole scene so they can check if the description they heard from their classmates was accurate.

This segment belongs to the film "Almost famous", I film I have seen and enjoyed with my students in the past.

The early 1970s. William Miller is 15-years old and an aspiring rock journalist. He gets a job writing for Rolling Stone magazine. His first assignment: tour with the band Stillwater and write about the experience. Miller will get to see what goes on behind the scenes in a famous band, including the moments when things fall apart. Moreover, for him, it will be a period of new experiences and finding himself. 

It was written and directed by Cameron Crowe and starring Billy Crudup, Frances McDormand, Kate Hudson, and Patrick Fugit

How to pronounce the final -ed in regular verbs.

How to pronounce the final -ed in regular verbs.

3 Possible ways: /id/, /t/ or /d/ 

1. The /id/ sound

If the last letter of the word is spelled with D or T, the ED is pronounced as a separate syllable with an /id/ .

• wanted (sounds like "want-id")
• waited
• needed
• fold

2. The /t/ sound

If the last consonant of the word is voiceless (xorda), then the ED is pronounced as a T. Like in  “p”, “k”, “f”, “th”, “s”, “sh” and “ch”

• kissed (the S sound comes from the front of mouth so it would sound like "kisst")
• parked
• helped
• talked (sounds like "talkt")

NOTE: As an example, with the word "helped", if you say "help-id" as a two syllable word, then it is very likely that people will NOT understand the word or what you are saying. (It is pronounced like "helpt")

3. The /d/ sound

If the last letter of the words ends in a voiced (sonora) consonant b, g, v, z,  m, n, ŋ, l, r, s, w, y, z,and vowel sounds, then the ED is pronounced like a D

• played (sounds like "playd")
• closed (the S sounds like a vibrating Z so the word would sound like "clozd")
• opened
• lived

An easy way to remember how to pronounce ED words

The most important thing to remember is that there are two main divisions:

1. The words that end in T or D
   - the ED is pronounced as a syllable /id/
2. and the REST of the words
   - you can pronounce the ED as /t/ and people will understand.

In time you will learn when to pronounce the ED as /t/ or /d/.

Another video explaining the different ways -ed is pronounced in English. He speaks far too slow for me but it can work for you.  

HOW TO PRONOUNCE FINAL-S

WATCH A VIDEO AND HAVE A LOOK AT THE NOTES TO HELP YOU DECIDE
HOW TO PRONOUNCE ENDING -S

https://englishasbarxas.blogspot.com/2017/11/pronuntiation-how-to-pronounce-words.html

ABAU EXAM. 2 BACH

THIS IS THE FORMAT OF THE ABAU EXAM AND  THE WAY YOU ARE GOING TO BE ASSESSED

Question 1. Summary (1 punto) Esta pregunta será puntuada segundo os seguintes criterios:
1. O alumno/a identificou as ideas principais do texto e resumiunas sen incluír información secundaria ou anecdótica.
2. O alumno/a expresou estas ideas en aproximadamente 50 palabras, sen copiar literalmente do texto, con coherencia, claridade, cohesión, razoable corrección gramatical e léxico axeitado ao tema.

Question 2. True/False (1 punto; 0,25 x 4) O alumnado debe indicar se as frases son verdadeiras ou falsas e escribir a parte (e só esa parte) do texto na que se basea para xustificar a súa resposta.

Question 3. Find words or phrases… (1 punto; 0,25 por cada palabra/expresión correcta)

Question 4. Pronunciation (1 punto; 0,25 x 4) O alumnado debe demostrar que sabe distinguir elementos básicos da pronuncia do inglés, como son consonantes, vogais, ditongos, terminacións, etc.

Question 5. Transformations (1,5 puntos; 3 x 0,5) Transformación dunha parte ou o total dunha frase noutras palabras para que signifique o mesmo. Constará de tres partes, cunha puntuación de 0,5 puntos para cada parte.

 Question 6. Writing (3 puntos) Esta pregunta pretende avaliar a capacidade comunicativa do alumnado no ámbito da producción escrita. A nota final (máximo 3 puntos) outorgarase segundo a medida na que o alumnado cumpra os seguintes parámetros; cada un deles puntuarase de 0 a 0,5 puntos:
a) Alcance. O alumnado aborda adecuadamente o tema proposto. Sabe comunicar as ideas que quere transmitir utilizando unha considerable variedade de recursos. Sabe utilizar o rexistro lingüístico adecuado á situación.
b) Riqueza e control do vocabulario.
c) Corrección gramatical. O alumnado ten un repertorio básico de elementos lingüísticos e de estratexias que lle permiten abordar o tema con comodidade. Non comete erros gramaticais básicos, como, por exemplo, omitir o suxeito diante dun verbo, omitir o “-s” da 3ª persoa do singular do Presente Habitual (he writeS), utilizar adxectivos en plural, usar incorrectamente os adxectivos posesivos e demostrativos, non dominar os tempos verbais e outros erros similares.
d) Fluidez. O alumnado posúe un dominio da lingua inglesa adecuado e suficiente para evitar cortes na comunicación ou malentendidos.
e) Cohesión. O alumnado utiliza adecuadamente os conectores e demais medios de cohesión.
 f) Coherencia. O alumnado é capaz de organizar as súas ideas para redactar un texto coherente e ben estruturado. TOTAL = 8,5 puntos.

Segunda parte: LISTENING TEST (1,5 puntos; 5 x 0,1 e 5 x 0,2) O alumnado debe escoitar a gravación e a continuación contestar a dez preguntas tipo “test” e/ou doutro tipo, por exemplo, de encher unha frase coa información que se proporciona na gravación.

https://englishasbarxas.blogspot.com/p/2-bach.html

FUTURE FORMS AND USES

I      Complete with future forms.

        Why are you filling that bucket with  water?

     B: ______________________________________(I/wash)

      I have decided to repaint this room

    B).A What colour _____________________________(you/paint)    

                 I don’t want to go out alone. _________________________come with me?(you/come)            

                Hello. Can I speak to Mary, please? // Just a moment. I________________her. (I/get)

            You and your friend are going on holiday but you have to decide where? You ask him/her                             __________________________________________

        What would you like to eat? I ______________________a pizza, please (have)

          Your mother is very tired and the kitchen is still untidy. Offer to help.

          ______________________

       Tell me about your amazing plans for tonight. Tonight I  _________________________