1B AUXILIARY VERBS

2. do 3. isn't 4. do 5. aren't 6. do 7. aren't 8. are 9. do 10. would  11. am 12. are 13. do 14. did 15. did 16. do 17. didn't 18. was 19. couldn't  20. aren't 21. will.

1A QUESTION FORMATION

a 1. who paid for it? 2. who that man is...? 3. are they going ..? long are they going for? 4. did James come with? did she leave..? 5. How long have Matt and Claire known each other?  did they meet? told you that?

b 2. why Sarah didn't come to the wedding? 3. if/ whether that tall woman over there is Claire's mother? 4. what Molly's husband does? 5. if/ whether I can get a taxi after midnight? 6. if/ whether Claire's sister got married here? 7. they'll be happy? 8. where they put our coats?

Big screen, small prices

The success of the nationwide Fiesta del Cine event has reopened the debate on ticket costs

WRITING MODELS FOR ADVANCED

This is a link where you can find models and tips for your writing.

WRITING MODELS FOR INTERMEDIATE

LOOK AT THIS LINK. THERE ARE SEVERAL MODELS FOR YOUR WRITINGS.

Gradable and ungradable adjectives; position

Suggested adverbs are given.

1.
1.really 2 fairly 3 absolutely 4 totally 5 reasonably 6 dreadfully 7 completely
8 extremely 9 very 10utterly 11 rather 12 entirely.
2. Suggested answers:
2 totally devasted 3 dreadfully disappointed 4 very pleased 5 absolutely furious.
3.
1 small blue Japanese 2large old furnished 3 beautiful wooden coffe 4 powerful combined military 5 fantastic new German 6 wonderful soft woolen 7 small square metal 8 popular outdoor 9 mud and straw 10 famous medical 11 important and urgent 12 boring and depressing.
4.
It’s a rather old building.
The original wooden beams.
A flat best for one person.
It’s extremelly comfortable.
A garden similar to yours.
Yellow and red flowers.
A nice small town.
The traffic is absolutely terrible.
I’m going to be extremely happy here.

Degree adverbs1.
1 too 2 very 3 very 4 too 5 too 6very 7 very.
2.
1 very 2 very much 3 very (much) 4 very 5 very 6 very much 7 very much 8 very
9 very much 10 very 11 very much 12 very.
3.
2 virtually 3 perfectly 4 badly 5 severely 6 enormously.
4.
It’s (1)rather unusual...(2)completely appalled...(3)very difficult...(4)absolutely impossible...(5)totally determined...(6)fairly good... (7)simply useless (8)really different... (9)pretty thoughtful...(10)really brilliant.... (11)fairly likely

BEAUTY

4. Metaphor
Listen to the audio 

Macmillan English Dictionary for Advanced Learners.

1. Forcing someone to do something is like putting physical pressure on them, or pulling or pushing them. [p585]

2. Happiness and hope are like bright light or bright colours. Sadness and lack of hope are like darkness or dark colours. [p685]

3. Helping people is like supporting them physically, for example with your body or with something that you build. [p706]

4. Having an opportunity to do something is like having a door or way of getting into a build­ing. [pp1050 and 1051]

5. Being successful is like being high up. Failing is like falling or being low down. [pp1494 and 1495]

6. Wanting something is like being hungry or thirsty, and doing or having something you want is like eating it.[p1676] 

Answers:

1. pressure her

2. her little face light up

3. give a helping hand

4. what kind of doors may open

5. make it to the top

6. lost a taste for it all

The city of Madrid is to impose new restrictions and fines on everything

Buskers, pimps and plant-lovers beware: This is Madrid's biggest crackdown since General Franco.

THE INDEPENDENT.

Dr Howard Gardner

The theory of ‘Multiple Intelligences’.

Here is the link and the tapescript if you want to listen again:

http://www.youtube.com/watch?v=KEFpaY3GI-I

I began to work simultaneously with children – normal kids, gifted kids, kids with learning problems, and with brain-damaged adults – people who were once fine but who’d had a stroke or a tumour, missile accident.  And the more I spent working with these two populations – it was important that I was seeing kids every day and brain-damaged patients every day - the more I became convinced that, kind of at a gut level, that it was much too simple to say ‘smart, average, dumb’ – that people could be very good in one thing, average in a second thing and not very good in a third.  That’s an intuition that I’m sure has been had by millions of people over the years. 

Um, I think I then did two things which were important academically:  number one I set up a series of criteria to essentially define what the human faculties were, and then I decided –  and I don’t ever remember how it happened - that it was important to call these ‘intelligences’.  If I’d written a book called ‘Seven or Eight or Nine Talents’ and said people could have different kinds of talents, then everybody would say ‘What else is new?’  ‘Cos, we know, there are musicians, there are athletes, there are chess players and so on.  And it was the notion of saying there are eight or nine faculties.  What we usually call ‘smart’ is a conjunction of language and logic, but it doesn’t say anything about spatial ability, about musical ability, about the capacity to solve problems using your hands or your body, about understanding other people, understanding yourself, to be able to make distinctions in the natural world...  Those are different faculties.  And I think what sealed the deal in 1980 was we could find some neurological evidence that the language abilities came from one part of the brain and the musical abilities from a second, and so on.  So, in the early ‘80s I promulgated the theory of multiple intelligences, often called ‘MI Theory’.  You’re kind to say it’s universally adopted.  I would say, it’s universally fretted about...

Arnost