USE IDIOMS AND "CLICHÉS"!

An idiom is an expression that cannot be understood from the meanings of its separate words but that has a separate meaning of its own.

A cliché is a phrase or opinion that is overused and betrays a lack of original thought: “time heals all wounds” or “all is well that ends well” are quite recurrent in English.

Using clichés and idioms will help you expand your vocabulary and sound more native like.

You can find a list of clichés here, and a list of idioms here.

POPULAR SAYINGS IN ENGLISH AND SPANISH

Hoy en la cuenta de Instagram (@englisharound) he subido un "saying" muy conocido, y que de alguna manera está presente en diferentes idiomas: "An apple a day keeps the doctor away" ("Una manzana al día del médico te libraría").

Pero lo habitual es encontrar refranes y dichos difíciles de traducir literalmente, así que conviene aprenderlos de memoria. Aquí hay unos cuántos:

1. Cuando hay hambre no hay pan duro- Beggars can’t be choosers.

2. Más vale prevenir que curar- A stich in time saves nine / Better safe than sorry

3. Borrón y cuenta nueva- Let bygones be bygones

4. Es la gota que colma el vaso- The straw that broke the camel’s back

5. No vendas la piel del oso antes de cazarlo– Don’t count your chickens before they are hatched

6. Querer es poder– Where there’s a will, there’s a way

7. Nadie da duros a pesetas- There’s no such thing as a free lunch

8. No hay mal que por bien no venga– Every cloud has a silver lining

9. A quien madruga, Dios le ayuda– Early to bed and early to rise, makes a man healthy, wealthy and wise / It’s the early bird that catches the worm

10. Quien no llora no mama– If you don’t ask you don’t get

11. La letra con sangre entra– No pain, no gain

12. No es oro todo lo que reluce– All that glitters is not gold

13. Ojos que no ven, corazón que no siente– Out of sight, out of mind

14.  Vale más una imagen que mil palabras- A picture is worth a thousand words

15. Allá donde fueres haz lo que vieres- When in Rome, do as Romans

16. En la variedad está el gusto– Variety is the spice of life

17. Los ojos son el espejo del alma– Eyes are windows to the soul

18. Más vale tarde que nunca– Better late than never

19. Dios los cría y ellos se juntan – Birds of a feather flock together

20. Nunca digas de esta agua no beberé– Never say never

MATERIALES PARA IMPARTIR O APRENDER INGLÉS NIVEL C

• Lección 1 The Daily Grind. Reading & Questions
• Lección 2 Gap Fill / Listening
• Lección 3 Language awareness / Talking point
• Lección 4 Grammar / Literary Approach
• Lección 5 Follow Up
• Lección 6 The Animal Kingdom. Lead-In / Reading & Questions
• Lección 7 Gap Fill
• Lección 8 Language awareness / Talking point
• Lección 9 Grammar / Literary Approach
• Lección 10 Follow Up
• Lección 11 Food for Thought. Reading & Questions
• Lección 12 Gap Fill / Listening
• Lección 13 Language awareness / Talking point
• Lección 14 Grammar / Literary Approach
• Lección 15 Follow Up
• Lección 16 Fame & Fortune. Reading & Questions
• Lección 17 Gap Fill
• Lección 18 Language awareness / Talking point
• Lección 19 Grammar / Literary Approach
• Lección 20 Follow Up
• Lección 21 Alternative Beliefs. Lead-In / Vocabulary / Reading & Questions
• Lección 22 Gap Fill / Listening
• Lección 23 Language awareness
• Lección 24 Grammar
• Lección 25 Literary Approach / Follow Up
• Lección 26 The Queens English. Lead-In / Listening / English Devices
• Lección 27 Reading & Questions / Gap Fill
• Lección 28 Language awareness / Talking point
• Lección 29 Grammar
• Lección 30 Literary Approach / Follow Up
• Lección 31 The Cutting Edge. Lead-In / Reading & Questions
• Lección 32 Gap Fill / Listening
• Lección 33 Language awareness / Talking point
• Lección 34 Grammar
• Lección 35 Literary Approach / Follow Up
• Lección 36 The Consumer Society. Lead-In / Reading & Questions
• Lección 37 Gap Fill
• Lección 38 Language awareness / Talking point
• Lección 39 Grammar
• Lección 40 Literary Approach / Follow Up
• Lección 41 Happiness. Lead-In / Reading & Questions
• Lección 42 Gap Fill / Listening
• Lección 43 Language awareness / Talking point
• Lección 44 Grammar
• Lección 45 Literary Approach / Follow Up
• Lección 46 Scruples. Lead-In / Reading & Questions
• Lección 47 Gap Fill
• Lección 48 Language awareness
• Lección 49 Grammar - Gerund
• Lección 50 Literary Approach / Follow Up
• Lección 51 A Sense of Humour. Lead-In / Reading & Questions
• Lección 52 Gap Fill / Listening
• Lección 53 Language awareness / Talking point
• Lección 54 Grammar
• Lección 55 Literary Approach / Follow Up
• Lección 56 Survival. Lead-In / Reading & Questions
• Lección 57 Gap Fill
• Lección 58 Language awareness / Talking point
• Lección 59 Grammar
• Lección 60 Literary Approach / Follow Up
• Lección 61 Recomendaciones Finales

TALKING ABOUT CLOTHES AND FASHION IN A SPEAKING TEST

Part 1-style questions

Examiner: Do you enjoy buying clothes?
Pedro: I used to … yes … like most young people I was a bit of a slave to fashion and I’d always have to buy that must-have shirt or pair of shoes … I’m not so bothered now though … I wouldn’t feel comfortable wearing something old fashioned but I’m not as bothered as I used to be about what I wear …

Examiner: What kind of clothes do you like to wear?
Marco: I prefer casual clothes actually … I hate getting dressed up for special occasions … personally I think it’s possible to look good in a pair of jeans … but that’s my opinion … I don’t think my wife would call me a fashion icon that’s for sure …

Examiner: Are there many clothes shops where you live?
Sylvia: Yes … there are lots in my town … apart from the big chain stores we’ve got a couple of really nice shops that sell vintage clothes … old clothes but in a classic style that never really go out of fashion … I love going there …

Part 2-style task

Describe someone you know who dresses well. You should say

• who they are
• how you know them
• what kind of clothes they wear

and say why you like the way they dress.

Tomoko:  I’d like to talk about one of my teachers … Miss Evans … she teaches us English in the school I go to … we always look forward to seeing what she’s going to wear when our lessons start … she’s always very well dressed and takes a lot of pride in her appearance … it’s not that she dresses in very smart clothes … she doesn’t come to school dressed to kill or anything like that … but what she wears really suits her … and she has a great sense of style as well … we often ask her where she gets some of her clothes and most of the time they’re just off the peg … and she says she’s not interested in designer labels or anything like that … she doesn’t seem too concerned about keeping up with the latest fashion … she just wears clothes that are timeless… yes … Miss Evans is the person I think looks great in the clothes she wears …

Part 3-style questions

Examiner: What factors do you think affect the clothes we choose to wear?
Maki: It depends … where we are or where we’re going is a big factor … if you are going out to a club or party you’re going to dress for the occasion … and then there are those who think it’s important to look like they’re on trend … they’ll want to wear the latest fashions … there are lots of factors really …

Examiner: What kind of things determine what is in fashion and what we should be wearing?
Martin: I suppose the big fashion houses and fashion shows must have an effect but the clothes you see on the catwalk don’t always reflect what normal people wear … so I suppose it will be things like what singers are wearing in videos or models are wearing in magazines … that kind of thing …

Examiner: Is it possible to look good without spending lots of money on clothes?
Corinna: I’m sure it is … yes … I suppose it’s about having an eye for what looks good … knowing how to mix and match different items of clothing that go well together … I think you can pick up great bargains in charity shops … sometimes for youngsters even hand-me-downs can look good …

Definitions

• to be on trend: to be very fashionable
• casual clothes: not formal
• classic style: a simple, traditional style that is always fashionable
• designer label: a well-known company that makes (often expensive) clothing
• dressed to kill: wearing clothes that attract admirers
• to dress for the occasion: to wear clothes suitable for a particular event
• fashionable: in fashion
• fashion house: a company that sells (usually expensive) new styles in clothes
• fashion icon: a person who is famous for their sense of fashion
• fashion show: an event where modals show off the latest in fashion designs
• to get dressed up: to put on nice clothes, often to go out somewhere special
• to go out of fashion: to not be in fashion any more
• hand-me-downs: clothes that are passed down from older brothers or sisters to their younger siblings
• to have an eye for (fashion): to be a good judge of
• to have a sense of style: the ability to wear clothes that look stylish
• the height of fashion: very fashionable
• to keep up with the latest fashion: to wear the latest fashions
• to look good in: to wear something that suits you
• to mix and match: to wear different styles or items of clothing that aren’t part of a set outfit
• must-have: something that is highly fashionable and therefore in demand
• off the peg: clothing that is ready made
• old fashioned: not in fashion any more
• on the catwalk: the stage that modals walk along to show off the latest fashions
• a slave to fashion: someone who always feel the need to wear the latest fashions
• smart clothes: the kind of clothes worn for a formal event
• to suit someone: to look good on someone
• to take pride in one’s appearance: to pay attention to how one looks
• timeless: something that doesn’t go out of fashion
• vintage clothes: clothes from an earlier period
• well-dressed: to be dressed attractively

SOME IDIOMS CONNECTED TO THE TOPIC:

mutton dressed as lamb (level: advanced)
an older woman dresses in a way that is much more suitable for a younger girl
The actress was criticized by almost every fashion magazine, after she had put on an extremely short skirt at the opening night. The 60-year old woman looked like mutton dressed as lamb.

to fit like a glove (level: advanced)
to fit very well
Buy this blue T-shirt. It contains Lycra, so it will fit you like a glove.

to be in one’s birthday suit (level: advanced)
to be completely naked
He was arrested after he ran into the shop in his birthday suit, making all the customers feel very uncomfortable .

dressed to the nines/teeth (level: advanced)
dressed in stylish and expensive clothes
Everybody liked the elegant and stylish dress that she was wearing at the picnic. She was dressed to the nines, as usual.

                                                                                      Any doubts? Send me a tweet!  
                                                

AT THE BUTCHER'S. THE WORDS YOU NEED!

This is a Spanish-English compilation of words one can find useful when going to the butcher's shop or at a restaurant.
Vaca	Bife de chorizo - New York Cut Bife de lomo - Filet Mignon Colita - Culotte Steak Chuleta - Pork Chop Churrasco - Flank Steak Entraña - Skirt Steak Peceto - Eye of Round Tira de asado - Short Ribs Rabo - Oxtail Mollejas - Sweetbreads Solomillo o lomillo - Tenderloin Redondo - Eye of Round Pecho- Brisket Aguja - Chuck Corazón - heart Chuleta - Rib steak Riñon - Kidney Panza - Tripe Paleta - Chuck shoulder Bife ancho, costillas - Ribs Falda - Boneless Flank Bife angosto - Striploin Carne molida, picadillo - Ground Beef Pierna entera - T bone Rueda con cuadril - Round and Rump Steak Rueda Sin garron o carne para asar - Round Steak Bifes angostos con lomo y con cuadril - Full loin and rump Cadera con tapilla - Full Rump Bifes de vacio o Carne de falda magra - Flank Steak Lomito - Sirloin
Aves	Pechuga - breast Alas - wings Muslo - drumstick Cadera - thigh Pescuezo - neck Gallina - hen Codorniz - Quail Pavo - Turkey Pato - Duck Pichón - Pidgeon Pollo - Chicken Pollo entero - Fryer Mollejas - Gizzards Menudencias - Giblets Higadillos - Chicken liver
Did you like this?  Tweet me!

SKELETAL SYSTEMS OF TWO EARLY TYPES OF HUMAN

Question

The diagram shows the skeletal systems of two ancestors of modern human beings.
Write a 150-word report for a university lecturer describing the diagram and making comparisons where relevant.

Model Answer

Variations in the skeletal systems of two early types of human are illustrated in this diagram. Overall, we can see that australopithecus afarensis had a heavier body and much longer arms, while homo erectus was slimmer and had more developed joints.

To begin with the upper half of the body, australopithecus afarensis had a much broader chest and waist than homo erectus, giving it a rounder appearance. The former had much longer arms and larger hands, which would have been useful for climbing trees.

As for the lower half of the body, we can see that homo erectus had proportionately longer legs and larger hip, knee and ankle joints. The feet of homo erectus were also smaller and more arched, with shorter toes. These differences meant that homo erectus was better suited to long-distance running.

In conclusion, we can see significant changes in the development of early humans from the diagram. Homo erectus is more similar to contemporary human beings with its long legs and arched feet. The physical differences are clearly related to differences in the lifestyles of tree climbers and endurance runners.

(183 words, IELTS 8.0-C1)

 

Why does this answer get an IELTS Band 8 score-C1?

Task achievement: The model answer selects only the most important information from the diagram and uses this to make several direct comparisons. The physical differences are clearly connected to the description of each creatures’s lifestyle, providing a very rounded answer. The length is sufficient.

Coherence and cohesion: The model answer is divided into clear paragraphs with a logical separation between the body paragraphs. There is a general overview in paragraph 1 and a summary in paragraph 4. A reference link, the former, is used to avoid over-repetition of the names of the creatures.

Lexical resource: The model answer adds more vocabulary not in the diagram such as lifestyle, proportionately, suited, appearance and contemporary. There are also attempts to paraphrase such as wide > broad and endurance > long-distance.

Grammatical range and accuracy: The model answer uses comparative structures accurately. The temptation to list all the features in repetitive structures is avoided. A variety of grammatical devices are used to extend sentences, including with, which and -ing clauses.

Did you like this?  Tweet me! 

THE CARBON CYCLE IN NATURE

Question

The diagram below illustrates the carbon cycle in nature.
Write a 150-word description of this diagram for a university lecturer.

© The National Center for Atmospheric Research

Model Answer

The diagram shows how carbon moves through various stages to form a complete cycle. This report will give a brief description of the main stages in this cycle.

First, we can see that energy from the sun is transformed into organic carbon through a process in plants known as photosynthesis. This organic carbon is then transferred underground when plants, and the animals that feed on them, die and decay. Some of this carbon is trapped underground in the form of fossils and fossil fuels.

Carbon is also released back into the atmosphere, however, through various means. One is when animals and plants respire, and another is when humans burn fossil fuels in cars and factories. All this carbon enters the atmosphere as CO2. It is then reabsorbed by plants, and the cycle begins again.

In short, we can see that carbon moves in a natural cycle, although human factors may now be affecting the balance.

(154 words, IELTS 8.0-C1)

 

Why does this Task 1 answer get an IELTS Band 8 score-C1?

Task achievement: The model answer selects and describes most components of the diagram except for waste products and ocean uptake. There is an overall description of the cycle followed by a clearly sequenced and divided description of the stages. The summary identifies something noteworthy about the diagram. The length is sufficient.

Coherence and cohesion: The model answer is divided into clear paragraphs with a logical separation between the body paragraphs and connective markers first, then, however, and in short. There is a general overview in paragraph 1 and a summary in paragraph 4. Referencing techniques such as ellipsis (one is…) are used to avoid over-repetition of key words.

Lexical resource: The writer makes good use of the language in the diagram and is also able to change forms in the case of respiration > respire. The writer also introduces a range of verbs for describing a process or cycle such as transform, transfer and release.

Grammatical range and accuracy: The model answer demonstrates accurate usage of a wide range of forms including countable/uncountable nouns, active/passive structures, and transitive/intransitive verbs.

Did you like this?  Tweet me! 

HOW ELECTRICITY IS GENERATED BY A HYDROELECTRIC DAM

Question

The diagram shows how electricity is generated by a hydroelectric dam.
Write a 150-word report for a university lecturer explaining how the process works.

Model Answer

The diagram illustrates the basic principles of hydroelectric power. The process requires the construction of a large dam connected to a powerhouse. The dam creates a large reservoir and the powerhouse is where the electricity is generated.

First of all, water trapped in the reservoir behind the dam is forced through an intake. It then flows into a narrow chamber called a penstock, where the resulting high pressure turns a turbine. The turbine is connected to a generator in the powerhouse above, and this is where the movement of the turbine is converted into electricity. The resulting electricity leaves the powerhouse via cables that carry it over long distances to where it can be used.

It is interesting to note that a hydroelectric dam creates no harmful byproducts and relies entirely on natural forces to produce electricity. After the turbine stage, water flows out through a second channel and into a river. The process is renewable, thanks to the water cycle in nature.

(163 words, IELTS 8.0-C1)

Why does this  answer get an IELTS Band 8 score-C1?

Task achievement: The introduction paraphrases the question and describes the constituent parts of the process. The body describes each stage of the process in sequence.

Coherence and cohesion: The model answer has an introduction, body and conclusion. Sequencing expressions such as first of all, then and after are used appropriately. The articles a and the are used effectively to introduce and refer back to different elements of the process.

Lexical resource: The labels in the diagram are well integrated into the model answer and appropriate verbs such as converted, flows and leaves are used throughout. Less-common words such as byproducts and renewable are introduced by the writer. Spelling is always accurate.

Grammatical range and accuracy: The writer uses the present simple tense and has good control of subject-verb agreement and active/passive forms. A good balance of simple and complex sentences is used throughout.

Did you like this?  Tweet me! 

CONSUMPTION OF RENEWABLE ENERGY

Question

The diagram shows the consumption of renewable energy in the USA from 1949-2008.
Write a 150-word report for a university lecturer identifying the main trends and making comparisons where relevant.

Model Answer

The line graph shows growth in the consumption of renewable energy during the period 1949-2008 in the USA. The results are also broken down by source.

The first thing to note is that renewable energy use more than doubled over the period, with particularly strong growth in biofuels. This sector did not exist in 1980 but experienced a steep rise during the 2000s to over one quadrillion Btu per year. This made biofuels a serious challenger to both wood and hydroelectric power, which both saw only limited growth overall. The former grew steadily between 1975 and 1985, but then slipped back to around its original level of 1.8 quadrillion Btu. The latter began the period at the same level as wood but experienced more substantial growth. However, it also fell back to around 2 quadrillion Btu, with a particularly sharp drop in the late 1990s.

Finally, wind power emerged late in the period but showed a gradual rise to around 0.5 quadrillion Btu, suggesting that it, along with biofuels, will replace wood and hydroelectricity as the main sources of renewable every in the future.

(184 words, IELTS 8.0-C1)

Why does this  answer get an IELTS Band 8 score-C1?

Task achievement: The model answer describes the overall trend first, followed by an analysis of the different energy sources. Numerical evidence is used sparingly to illustrate the trends. The main trends are used as the basis of a prediction in the final sentence.

Coherence and cohesion: Trends are explained in general terms first, followed by supporting figures. Some energy sources are grouped together for ease of understanding. It and this are used throughout as cohesive devices, and the writer uses the former and the latter to refer back to information in a previous sentence.

Lexical resource: The writer uses a wide range of vocabulary to describe change, including adjectives and adverbs such as limited, substantial and particularly sharp, and verbs such as doubled, slipped and emerged.

Grammatical range and accuracy: The model answer is free from grammatical errors. Sentence forms are complex and include relative clauses and linking words such as with. The candidate makes use of past, present and future tenses. Punctuation is also used carefully and accurately throughout.

Did you like this?  Tweet me! 

ELECTRICITY CONSUMPTION AND EXPENSE AT A HOUSEHOLD

Question

The bar chart shows the relative electricity consumption and cost per year of various household devices.

Write a 150-word report for a university lecturer explaining the data and making comparisons where relevant.

Model Answer

The bar chart compares the energy consumption and expense of operating 16 different items of household equipment. Overall, we can see significant differences in both cost and consumption.

To begin with, there are some common household items which consume relatively little energy. These include an electric blanket (approx. $10 or 100kwh/year), a microwave oven (approx. $15 or 150kwh/year) and a television (approx. $17 or 170kwh/year).

By contrast, devices that might be classified as ‘luxury’ items such as a pool pump or spa are comparatively expensive and energy-intensive, at nearly $125 or 1500kwh/year and around $190 or 2225kwh/year respectively.

It is interesting to note that even among household items normally considered alike, such as a microwave and refrigerator, there are enormous discrepancies in cost and energy use. The former uses only around $15 or 150kwh/year, while the latter consumes at least six times that amount at $90 or 1150kwh/year.

In conclusion, it appears that there is no clear pattern in the relative energy consumption of domestic equipment, although households had better be aware of the high running costs of luxury items such as a pool pump and spa.

(187 words, IELTS 8.5-C1+)

Why does this answer get an IELTS Band 8 score (C1+)?

Task achievement: The model answer presents an overall description first, followed by key supporting details that illustrate the main trend.

Coherence and cohesion: The model answer is divided into clear paragraphs and each paragraph contains one main idea. There are cohesive links between paragraphs. A variety of reference links are used throughout, including the former, the latter, and respectively.

Lexical resource: The language in the question is effectively paraphrased. Synonyms are introduced for key concepts such as electricity consumption > energy use and cost > expense. Some less-common words such as discrepancies and energy-intensive are used.

Grammatical range and accuracy: The model answer is free from grammatical errors. Sentences tend to consist of multiple clauses. Paragraphs contain a variety of sentence structures.

EXPLAINING DATA FROM DIAGRAMS AND CHARTS

Introducing the topic

• The graph shows… / The table reveals…
• The chart displays… / The diagram illustrates…
• Some interesting facts concerning… are revealed in the diagram.
• Several key trends are revealed by the graph showing…

Introducing the first set of data

• Beginning with the…
• To begin with the…
• Let me begin by describing the…

Introducing the second set of data

• Meanwhile, the…  shows that…
• As for the… , it shows that…
• Turning to the… , it can be seen that…

Introducing the first major trend

• First of all, it is clear that…
• Most noticeably of all, it can be seen that…
• The first result worth pointing out is that…

Introducing lesser trends

• Another trend that can be observed is that…
• It is also worth pointing out that…
• Also worth noting is that…

Exceptions to the main trend

• However, this was not always the case.
• However, it should be pointed out that…
• There was one noticeable exception, however.

Comparing and contrasting

• Similarly, … / By contrast, …
• A similar trend can be observed in…
• The results for… , however, reveal a markedly different trend.

Adding figures

• The figures were X and Y respectively.
• …, at X. / …, with Y. (Usage note: use ‘at’ when you mean ‘the figure was’; use ‘with’ when you mean ‘something had’)
• …, at/with X and Y respectively.

Concluding and summarising

• To sum up, … / In summary, … / In short, …
• On the whole, …
• The main thing that can be observed here is that…

Did you like this?  Tweet me! 

IN THE BEDROOM

Did you like this?  Tweet me! 

HOUSING: WORDS WE SHOULD KNOW

REVISION TESTS FOR CAE (C1)

 http://www.examenglish.com/CAE/index.html

http://www.flo-joe.co.uk/cae/students/tests/pt1index.htm

http://www.lingoclub.com/html2/index.php?option=com_sobi2&sobi2Task=sobi2Details&sobi2Id=646&Itemid=134

http://www.globalelt.co.uk/images/CAE%20REVISION-TESTS.pdf

http://www.globalelt.co.uk/images/CAE-10-TESTS-Model%20Compositions.pdf

Did you like this?  Tweet me! 

WRITING: A REPORT

Structure of a report:                                        

Title of the report:

To:

From:

Subject:

Date:

Reason of writing (Introduction)

• The aim/objective/purpose of this report is to compare/examine/evaluate/describe/outline (some suggestions)/analyse (some suggestions)/expose/present/give information on/regarding the/recommend/consider/suggest
• This report aims to... etc.
• Nouns: information (remember: not informations), ideas, suggestions, situations, conditions, comments
• in order to improve/decide
• In case of survey/discussion: It is based on a survey conducted among/It is the result of a discussion which took place among

Body (2 paragraphs maximum)

• Headings from the task
• It should be considered, it is worth considering
• The first observation to make is (concerns)
• First of all/Firstly
• Secondly/ Furthermore/Moreover
• Lastly/Finally
• In fact
• According to (the majority of respondents)
• However, although, alternatively
• In spite of (the fact [that])/Despite (the fact [that]) + Noun, Pronoun or ...ing
• Predicting the future: The outlook for ... is (far from [+ing]) bright/optimistic/depressing/daunting
• The future looks bleak/remains uncertain/is promising
• This seems unlikely in the near/foreseable future
• It has been stressed that

Making/giving recommendations

• I would strongly recommend that ... should + bare infinitive
• In the light of the results of the survey I would advise against...
• I feel it would be to our advantage if...
• The best solution is/would be to...
• This will have an impact on + noun

Conclusion(s)

• As long as/provided that these recommendations are taken into consideration
• In conclusion...
• The reseach shows/demonstrates
• From the research/the evidence we conclude that    
  
  Did you like this?  Tweet me!