Stative Verbs

STATIVE VERBS (verbs not used in present continuous)

Indiquen un estat i no tant una acció en procés i, per això, gairebé sempre s’utilitzen en la forma simple i no en la progressiva.

Estan relacionats amb:

• Els gustos, les emocions i el sentiments (like, love, prefer, want, dislike, hate, hope)
• El pensament i l’opinió (appear, believe, consider, depend, doubt, forget, guess, imagine, know, mean, realise, remember, seem, suposse, think, understand)
• La percepció i els sentits (feel, hear, see, smell, sound, taste)
• La possessió (belong, have, owe, own, possess)
• Els preus i les mesures (cost, weigh, measure)

Alguns indiquen les dues coses, estat i activitat, i poden utilitzar-se en la forma simple i en la progressiva.

THINK

Per exemple, think en Present Simple expressa opinió 

i en Present Continuous activitat mental en procés.

I think he knows the truth.

(crec/opino que ell sap la veritat)

She’s thinking about talking to her teacher.

(Està pensant a parlar amb el seu professor)

SEE

I el verb see en Present Continuous 

fa referència a una acció futura fixada per endavant.

He’s seeing his boss tomorrow.

(Demà veurà el seu cap)

Proves d'accés a la Universitat (PAU)

Criteris generals d'avaluació

Listening comprehension: 2 points

• 0.25 points for each correct answer to a multiple choice question (8 questions).
• wrong answers will be penalized (-1/3 of the question value = -0,08).

Reading comprehension: 4 points

• 0.5 for each correct answer to a multiple choice question (8 questions).
• wrong answers will be penalized (-1/3 of the question value = -0,16).

Composition: 4 points
The following aspects will be evaluated separately on a scale of 0 to 10 points.

b.1 Grammar (25 % of the composition grade)
Two different aspects will be contemplated under this heading:

• the correct and appropriate use of morphological and syntactic structures
• the range (variety and complexity) of structures used.

b.2 Vocabulary (25 % of the composition grade)
Two main aspects will be considered:

• the range and appropriate use of vocabulary (variety of semantic fields, richness, phrasal verbs, collocations, idiomatic expressions, linking words,...).
• the correct spelling of words.

b.3 Text / Paragraph building (25 % of the composition grade)
Two main aspects will be examined:

• The clarity of organization of ideas within the sentence, the paragraph and the text
• The clear and correct use of punctuation and text markers.

b.4 Maturity (25 % of the composition grade)
Aspects contemplated in this category:

• The skillful handling of the topic (clear thinking, good outline, well-reasoned ideas, creativity, ...)

Reminders

• Wrong format: If a composition does not follow the format (letter, dialogue, news report, diary, for and against argumentation, description, narrative, ...) of the chosen option, it will be penalized up to 1 point.
• Copying from the text: the use of full sentences or fragments taken from the text will not be considered as personal writing.
• Insufficient length. Compositions under 100 words will be penalized up to 1 point.
• Wrong topic: No points will be given to a composition written on a topic not included in the two given options.

POWERPOINTS

If you need pictures you can take mine,
they are here:

PICTURES 1
PICTURES 2
PICTURES 3

Here you are the pictures I took yesterday. It was a very nice trip!

sortida 22/05/08

Choose one of the pictures, describe it and write a comment.
It will help you to improve your final mark.

Here you can see a short video on Barcelona's monumental trees,




Which two species of tree can you see in the video?
Give their Latin names!
Can you look for their names in English?
How many protected trees are there in Barcelona city?
When was the tree 1 'protected'?
How old is it?

Passive: Venus de Milo

The Venus de Milo was discovered in 1820 on the island of Mélos, Greece.

It is believed to depict Aphrodite (who was called Venus by the Romans).
It is thought to be the work of Alexandros of Antioch, it is made of marble and it was sculpted in the 2nd Century B.C.

Today it can be seen on display at the Louvre, Paris.

Form of Passive

Subject + finite form of to be + Past Participle (3rd column of irregular verbs)

Example: A letter was written.

When rewriting active sentences in passive voice, note the following:

• the object of the active sentence becomes the subject of the passive sentence
• the finite form of the verb is changed (to be + past participle)
• the subject of the active sentence becomes the object of the passive sentence (or is dropped)

Examples of Passive

Tense		Subject	Verb	Object
Simple Present	Active:	Rita	writes	a letter.
	Passive:	A letter	is written	by Rita.
Simple Past	Active:	Rita	wrote	a letter.
	Passive:	A letter	was written	by Rita.
Present Perfect	Active:	Rita	has written	a letter.
	Passive:	A letter	has been written	by Rita.
Future I	Active:	Rita	will write	a letter.
	Passive:	A letter	will be written	by Rita.
Modals	Active:	Rita	can write	a letter.
	Passive:	A letter	can be written	by Rita.

Examples of Passive

Tense		Subject	Verb	Object
Present Progressive	Active:	Rita	is writing	a letter.
	Passive:	A letter	is being written	by Rita.
Past Progressive	Active:	Rita	was writing	a letter.
	Passive:	A letter	was being written	by Rita.
Past Perfect	Active:	Rita	had written	a letter.
	Passive:	A letter	had been written	by Rita.
Future II	Active:	Rita	will have written	a letter.
	Passive:	A letter	will have been written	by Rita.
Conditional I	Active:	Rita	would write	a letter.
	Passive:	A letter	would be written	by Rita.
Conditional II	Active:	Rita	would have written	a letter.
	Passive:	A letter	would have been written	by Rita.

Passive Sentences with Two Objects

Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.

	Subject	Verb	Object 1	Object 2
Active:	Rita	wrote	a letter	to me.
Passive:	A letter	was written	to me	by Rita.
Passive:	I	was written	a letter	by Rita.

As you can see in the examples, adding by Rita does not sound very elegant. That’s why it is usually dropped.
do some exercises !!!!!!!


taken from: http://www.ego4u.com/en/cram-up/grammar/passive#exercises

Topics for Writing

TOPICS

1.- Feeling intelligent
2.- Sponsored weddings
3.- The Cannes film festival
4.- Danger- Escaped clone
6.- Laila Ali: winning the fight
7.- Shop 'till you drop?
8.- A city in space
9.- A culture of crime

TYPES OF WRITING

Description
Opinion essay
A formal letter
A narrative
A for and against essay
A review

http://stelladauer.wordpress.com/2006/10/26/renascimento/

Mind maps: how to do it!

How to do a Mind Map

Mind mapping (or concept mapping) involves writing down a central idea and thinking up new and related ideas which radiate out from the centre. By focussing on key ideas written down in your own words, and then looking for branches out and connections between the ideas, you are mapping knowledge in a manner which will help you understand and remember new information.

Look for relationships

Use lines, colours, arrows, branches or some other way of showing connections between the ideas generated on your mind map. These relationships may be important in you understanding new information or in constructing a structured essay plan. By personalising the map with your own symbols and designs you will be constructing visual and meaningful relationships between ideas which will assist in your recall and understanding.

Draw quickly on unlined paper without pausing, judging or editing

All of these things promote linear thinking and the idea of mind mapping is to think creatively and in a non-linear manner. There will be plenty of time for modifying the information later on but at this stage it is important to get every possibility into the mind map. Sometimes it is one of those obscure possibilities that may become the key to your knowledge of a topic.

Write down key ideas

Some students find that using capital letters encourages them to get down only the key points. Capitals are also easier to read in a diagram. You may, however, wish to write down some explanatory notes in lower case. Some students do this when they revisit the mind map at a later date while others write in such things as assessment criteria in this way.

Put main idea in the centre

Most students find it useful to turn their page on the side and do a mind map in "landscape" style. With the main idea or topic in the middle of the page this gives the maximum space for other ideas to radiate out from the centre.

Leave lots of space

Some of the most useful mind maps are those which are added to over a period of time. After the initial drawing of the mind map you may wish to highlight things, add information or add questions for the duration of a subject right up until exam time. For this reason it is a good idea to leave lots of space.

http://www.jcu.edu.au