Lexical and grammatical collocations

A distinction may, if wished, be made between lexical collocations and grammatical collocations.

A lexical collocation is a type of construction where a verb, noun, adjective or adverb forms a predictable connection with another word, as in:

• adverb + adjective: completely satisfied (NOT downright satisfied)
• adjective + noun: excruciating pain (NOT excruciating joy)
• noun + verb: lions roar (NOT lions shout)
• verb + noun: commit suicide (NOT undertake suicide)

A grammatical collocation is a type of construction where for example a verb or adjective must be followed by a particular preposition, or a noun must be followed by a particular form of the verb, as in:

• verb + preposition: depend on (NOT depend of)
• adjective + preposition: afraid of (NOT afraid at)
• noun + particular form of verb: strength to lift it (not strength lifting it)

Miscellaneous collocations:

Time	Business English	Classifiers
bang on time dead on time early 12th century free time from dawn till dusk great deal of time late 20th century make time for next few days past few weeks right on time run out of time save time spare time spend some time take your time tell someone the time time goes by time passes waste time	annual turnover bear in mind break off negotiations cease trading chair a meeting close a deal close a meeting come to the point dismiss an offer draw a conclusion draw your attention to launch a new product lay off staff go bankrupt go into partnership make a loss make a profit market forces sales figures take on staff	a ball of string a bar of chocolate a bottle of water a bunch of carrots a cube of sugar a pack of cards a pad of paper

AS vs LIKE

As

1: 'As' can mean 'because/since'.

• As it was raining, we didn't go out.

2: 'As' can mean 'while' or 'at the same time':

• As I was walking down the street, I saw Jimmy.

3: We can use 'as' to talk about the way one thing is similar to another thing. In this case 'as' is a conjunction and needs to be followed by a subject and a verb or by a prepositional phrase. We invert the subject and the verb when using a formal register.

• James loves pets, as do I.

4: We need to use 'as' with expressions like 'as much as' and by 'as +adjective +as'. This is also talking about similarity. These expressions can be followed by a subject and a verb or a noun or preposition.

• John loves spicy food as much as I do.
• Lily travels as much as me.
• She's as clever as her sister is.
• London's not as big as Mexico City.

5: 'As' can be used with a noun to show someone's position. This is especially common with jobs. In a similar way, 'as' can also be used to show something's function (what we are using it for). It must be followed by a noun.

• She works as a teacher.
• Don't use the knife as a screwdriver.

Watch out! You can't use 'like' for someone's real job. You need to use 'as'.

• I work like a waitress.

Like

1: 'Like' can be used to give examples. It means the same as 'for example' and is usually followed by nouns or pronouns.

• Western European countries like France and Spain have high unemployment at the moment.

2: We can also use 'like' to talk about how one thing is similar to another thing. Here 'like' is a preposition and is followed by a noun or a pronoun.

• John loves spicy food, like me.
• Tokyo is a busy and exciting city, like London.

When we're talking about how things are similar, we often use 'like' with verbs such as 'look', 'sound' and 'smell'.

• She looks like her mother.
• It looks like rain.
• That sounds like a car.
• The kitchen smells like lemons.

'Like' vs 'as' for similarity

Often, we can use both 'as' and 'like' to talk about similarity.

• I love coffee, like Julie.
• I love coffee, as Julie does.

We need to follow 'as' with a clause (a subject and a verb). When we use 'as' for similarity, it's not followed by a noun or pronoun.

• I love coffee, as Julie.

However, when we use 'as' to mean a role or job (it's followed by a noun in this case), then we can't use 'like'. Instead, 'like' is talking about similarity.

• As your mother, I'm telling you not to go out now. (I am your mother and I am telling you this in my role as your mother.)
• Like your mother, I'm telling you not to go out now. (I'm not your mother, but I am telling you the same thing as she is. I am acting in a similar way to your mother.)

Here's another example.

• She works as the manager (= she is the manager).
• She works like the manager (= she isn't the manager, but she works in a similar way to the manager).

EL INGLÉS Y LAS REVÁLIDAS LOMCE: MODELOS

Como docentes, debemos preparar a nuestros alumnos lo mejor posible para que superen con éxito las reválidas LOMCE. En los meses de Mayo/Junio 2017 nuestros alumnos de 4º ESO y de 2º Bachillerato harán estas pruebas como "experiencia piloto", aunque no será hasta el 2018 que estas pruebas determinen la obtención o no del título de graduado en educación secundaria o de graduado en bachillerato.

Información general:

Las pruebas serán diseñadas por cada Comunidad Autónoma y se aplicará la misma prueba a todos los alumnos de esa Comunidad Autónoma. Los resultados de esta prueba contarán un 30% para su nota final mientras el otro 70% corresponderá a las notas obtenidas en su centro escolar. En el caso de bachillerato, los porcentajes serán 40% y 60%, respectivamente. 

Los alumnos podrán repetir la prueba si suspenden y también si quieren subir nota. Para ello, se contemplan cada curso una convocatoria ordinaria y otra extraordinaria.

Los resultados serán puestos en conocimiento de la comunidad educativa del propio centro, sin que puedan utilizarse en ningún caso para la elaboración de clasificaciones de centros docentes.


Las pruebas de lengua extranjera (inglés):

Parece que el examen de bachillerato no distará mucho del actual modelo de Selectividad. AQUÍ tenéis un modelo de un examen PAU 2016 en las Illes Balears. 

Según la normativa publicada por el MECD, el examen de secundaria (ESO) se centrará en las materias troncales y evaluará las siguientes competencias: comunicación lingüística, competencia matemática y competencias básicas en ciencia y tecnología, competencia digital, aprender a aprender, competencias sociales y cívicas, sentido de iniciativa y espíritu emprendedor, y conciencia y expresiones culturales.

Aunque cada Comunidad Autónoma desarrollará sus pruebas, es más que probable que las pruebas de inglés ESO se asemejen a las actuales pruebas libres para la obtención del graduado. 

Aquí os dejo varios modelos para que vuestros alumnos se familiaricen con el formato:

Andalucía

Aragón

Asturias

Cantabria

Castilla la Mancha

Castilla y León

Cataluña

Galicia

Illes Balears

Madrid

Murcia

Navarra

País Vasco

Valencia

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A SELECTION OF PLACEMENT TESTS

An initial test on the first week of class can give you some information about how much English your students know.

The results of this test should not be taken into account to mark the student's year progress. It's just a way to know about the students' level at the beginning of the school year. 

It can also help them realize what things they should study better. 

Here are some tests you can use:



An elementary speaking test HERE


An oral placement test from A1 to C1 HERE



1st ESO


http://www.sul-schools.com/sites/default/files/files/Junior%20Placement%20Test.pdf


2nd ESO


http://promo.oupe.es/documents/diagnostic_test_secondary_1_incluir.pdf


3rd ESO


http://promo.oupe.es/documents/diagnostic_test_secondary_2_incluir.pdf


4th ESO


http://promo.oupe.es/documents/diagnostic_test_secondary_3_incluir.pdf


1st bachillerato/ Vocational studies


http://promo.oupe.es/documents/diagnostic_test_secondary_4_incluir.pdf


2nd bachillerato/University students


http://www.ubd.ua/upload/other-resourses/solutions/solutions-placement-test.pdf



A good placement test for adult learners HERE


A quick and a full placement test with answers HERE


A grammar and vocabulary placement test with key HERE



Some ONLINE level tests:


http://www.esl-lounge.com/student/level-test.php


http://www.cambridgeenglish.org/test-your-english/


https://www.esl-languages.com/en/study-abroad/online-tests/english-test/index.htm

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IMPROVE YOUR WRITING: SPELLING RULES YOU SHOULD KNOW

Although English is a language with more exceptions than rules, we can improve our spelling by learning some basic rules and hope that the word we don't know follows the pattern.

1. The sound /ɪ/ ="ie", except after c

believe - receive

2. Plurals: changing "Y" into "IES"

When the word ends in a vowel + y just add ‘s’:

key → keys

delay → delays

trolley → trolleys

(because we can't have three vowels in a row)

If the word has a consonant before the ‘Y’, remove the ‘Y’ and add ‘IES’:

baby → babies

company → companies

difficulty → difficulties

3. Adding -ES to words ending in -s, -ss, -z -ch -sh -x:

This was added to stop the plural 's' clashing with these letters and it softens the 's' sound to a 'z' sound

bus→ buses

business → businesses

watch → watches

box → boxes

quiz → quizzes

4. The "consonant:vowel:consonant" doubling up rule:

put - putting, big-bigger, quiz - quizzes, swim - swimming...

When a word has one syllable and it ends in "consonant:vowel:consonant", we double up the final consonant with a vowel suffix:

sit - sitter, big - biggest, tap - tapping, shop - shopper/shopping, fat - fatten, fattening, fatter, fattest...

This happens in longer words when the stress is on the final syllable:

begin (beGIN) - beginner, beginning

refer (reFER) - referring, referred

occur (ocCUR) - occurring, occurred, occurrence

5. Drop the ‘e’ rule

We usually drop the final silent "e" when we add vowel suffix endings, for example:

write + ing → writing

hope + ed = hoped

excite + able = excitable

joke - joker

large - largish

close - closing

sense + ible = sensible

opposite + ion = opposition

imagine + ation = imagination

We keep the 'e' if the word ends in –CE or –GE to keep a soft sound, with able/ous

courage + ous = courageous

outrage + ous = outrageous

notice + able = noticeable

manage + able = manageable

6. Changing the "y" to "i" when adding suffix endings:

If a word ends in a consonant + Y, the Y changes to I (unless adding endings with "i": -ing/-ish, which already begins with an i)

beauty+ful > beauti+ful =beautiful, beautify, beautician

happy + ness = - happiness, happily, happier, happiest

angry + er = angrier, angriest, angrily,

pretty: prettier, prettiest BUT prettyish

ready: readily, readiness

dry: dried, BUT drying, dryish

defy: defies, defied, but defying

apply: applies, applied but applying

7. "-f" to "-ves" or "-s": Most words ending in "-f" or "-fe" change their plurals to "-ves"

calf - calves

half - halves

knife - knives

leaf - leaves

loaf - loaves

life - lives

wife - wives

shelf - shelves

thief - thieves

yourself - yourselves

BUT nouns which end in two vowels plus -f usually form plurals in the normal way, with just an -s:

chief - chiefs

spoof - spoofs

roof - roofs

chief - chiefs

oaf - oafs

EXCEPTIONS: thief - thieves, leaf - leaves

Some words can have both endings -ves or -s:

scarf - scarfs/scarves

dwarf - dwarfs/dwarves

wharf - wharfs/wharves

handkerchief - handkerchiefs/handkerchieves

Words ending in -ff you just add -s to make the plural:

cliff - cliffs

toff - toffs

scuff - scuffs

sniff - sniffs

8. Words ending in -ful

The suffix –FUL is always spelled with one L, for example:

grate + ful = grateful

faith + ful = faithful

hope + ful = hopeful

careful

helpful

useful

grateful

9. Adding -ly

When we add -ly to words ending in -ful then we have double "l":

gratefully

faithfully

hopefully

We also add -ly to words ending in 'e':

love + ly = lovely

like + ly = likely

live + ly = lively

complete + ly = completely

definite + ly = definitely

BUT not in truly (true + ly) This is a common misspelled word.

We change the end 'e' to 'y' in these "-le" words:

gentle > gently

idle > idly

subtle > subtly

10. When we add "all" to the beginning of words we drop the "l":

all + so = also

all + most = almost

although

always

almighty

already

alright 

altogether (adverb=in total, on the whole, completely)

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IMPROVE YOUR ENGLISH ON INSTAGRAM / MEJORA TU INGLÉS EN INSTAGRAM

Son muchas las maneras de mejorar nuestro inglés cada día. Algunos miráis series de TV en inglés, otros leéis la prensa en inglés y muchos seguís blogs como éste (gracias por seguirlo!).

En general todos tenemos poco tiempo que dedicar al estudio de nuevas palabras o al repaso de construcciones gramaticales. Por eso abrí una cuenta en Instagram en el año 2015 (@englisharound), en la que pongo 1 imagen al día para recordar palabras o expresiones en inglés.

Podéis seguir la cuenta AQUÍ. Si no tenéis Instagram podéis guardar la página en favoritos y seguirlo desde el ordenador (en realidad se ve mejor que en el móvil).

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SOME ESSENTIAL IDIOMS IN ENGLISH

The use and understanding of idioms is essential to successful communication in English. The student can study grammar and vocabulary, but without a working knowledge of such idioms, even the best student's speech will remain strange to a native speaker.

It's not a question of including an idiom in every sentence, but idioms are widely used in the English language. I'm sure you'll recognise some of these:

A penny for your thoughts

A way of asking what someone is thinking

Actions speak louder than words

People's intentions can be judged better by what they do than what they say.

Add insult to injury

To further a loss with mockery or indignity; to worsen an unfavorable situation.

An arm and a leg

Very expensive or costly. A large amount of money.

At the drop of a hat

Meaning: without any hesitation; instantly.

Back to the drawing board

When an attempt fails and it's time to start all over.

Ball is in your court

It is up to you to make the next decision or step

Barking up the wrong tree

Looking in the wrong place. Accusing the wrong person

Be glad to see the back of (somebody)

Be happy when a person leaves.

Beat around the bush

Avoiding the main topic. Not speaking directly about the issue.

Best of both worlds

Meaning: All the advantages.

Best thing since sliced bread

A good invention or innovation. A good idea or plan.

Bite off more than you can chew

To take on a task that is way to big.

Blessing in disguise

Something good that isn't recognized at first.

Burn the midnight oil

To work late into the night, alluding to the time before electric lighting.

Can't judge a book by its cover

Cannot judge something primarily on appearance.

Caught between two stools

When someone finds it difficult to choose between two alternatives.

Costs an arm and a leg

This idiom is used when something is very expensive.

Cross that bridge when you come to it

Deal with a problem if and when it becomes necessary, not before.

Cry over spilled milk

When you complain about a loss from the past.

Curiosity killed the cat

Being inquisitive can lead you into an unpleasant situation.

Cut corners

When something is done badly to save money.

Don't count your chickens before the eggs have hatched

This idiom is used to express "Don't make plans for something that might not happen".

Don't give up the day job

You are not very good at something. You could definitely not do it professionally.

Drastic times call for drastic measures

When you are extremely desperate you need to take drastic actions.

Every cloud has a silver lining

Be optimistic, even difficult times will lead to better days.

Far cry from

Very different from.

Feel a bit under the weather

Meaning: Feeling slightly ill.

Give the benefit of the doubt

Believe someone's statement, without proof.

Hear it on the grapevine

This idiom means 'to hear rumours' about something or someone.

Hit the nail on the head

Do or say something exactly right

Hit the sack 

To go to bed.

In the heat of the moment

Overwhelmed by what is/was happening in the moment.

It takes two to tango

Actions or communications need more than one person

Jump on the bandwagon

Join a popular trend or activity.

Keep something at bay

Keep something away.

Kill two birds with one stone

This idiom means, to accomplish two different things at the same time.

Last straw

The final problem in a series of problems.

Let sleeping dogs lie

Meaning - do not disturb a situation as it is - since it would result in trouble or complications.

Let the cat out of the bag

To share information that was previously concealed

Miss the boat

This idiom is used to say that someone missed his or her chance

Not a spark of decency

Meaning: No manners

Not playing with a full deck

Someone who lacks intelligence.

Off one's rocker

Crazy, demented, out of one's mind, in a confused or befuddled state of mind, senile.

On the ball

When someone understands the situation well.

Once in a blue moon

Meaning: It happens very rarely.

Picture paints a thousand words

A visual presentation is far more descriptive than words.

Piece of cake

A job, task or other activity that is easy or simple.

Put wool over other people's eyes

This means to deceive someone into thinking well of them.

See eye to eye

This idiom is used to say that two (or more people) agree on something.

Sitting on the fence

This is used when someone does not want to choose or make a decision.

Speaking of the devil!

This expression is used when the person you have just been talking about arrives.

Steal someone's thunder

To do something that takes attention away from what someone else has done

Take (whatever they say) with a grain/pinch of salt

This means not to take what someone says too seriously.

Taste of your own medicine

Means that something that you have done to someone else also happens to you, or it is done to you, 

To hear something straight from the horse's mouth

To hear something from the source.

To go the whole nine yards

Everything. All of it.

Wouldn't be caught dead

Would never like to do something

Your guess is as good as mine

To have no idea, do not know the answer to a question