British Culture Project

Choose one of these topics and look for information on Internet. You have to work in pairs, process and edit the information you have selected and explain what you found in class. You can use powerpoint, prezi or any other visual aid. You have to talk for about 4 minutes each.

You will have to answer a questionnaire once the expositions are finished.

Dates for the expositions: 6th – 7th – 8th  November 2019


  • The Plague in England
  • Pubs in London
  • The Great Fire in London
  • The successive invasions of Britain: Celts, Romans, Anglo-Saxons,Vikings and Normans
  • The Potato Famine in Ireland
  • The war of the Roses
  • The One Hundred years war
  • Henry VIII and his six wives
  • The Civil War in England
  • Francis Drake and Walter Raleigh: national heroes or pirates ?
  • The British Empire
  • The American Civil War
  • The American War of Indepenence
  • The Union Jack


You will be assessed on:

a. Content   50%

  • research /information /organization
  • ppt / prezi (visual aids)
  • creativity

b. Oral presentation (Speaking) 50%

  • accuracy
  • fluency
  • pronunciation
  • body language


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formal letter

You are going to write a formal letter after reading the example given in your students book pag 86.  You are going to write a letter of complain (look for ideas and expressions on page 87).

Topic: Imagine you bought a very expensive iphone and it doesn’t work properly

To write a good formal letter you must have in mind:

a) the layout:

b) useful expresions:

The letter has to be handed in handwritten on Monday 4th June

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unit 7 relative clauses

What are  relative clauses?? 

The boy WHO/THAT is wearing a red jumper is my brother.

The place WHERE I met you is very nice.

This is the film WHICH / THAT explains the story of Gandhi.

This film, WHICH is still on in most cinemas, is the best film I have ever seen.

1998 is the year WHEN I began universtiy.

 This is the man WHOSE wife rented my flat.

John is the boy  —  we met last Sunday.

 this video can help you to understand relative pronouns

 You  can get more information in the following sites:

 practice with exercises in:

or watch more videos:

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Unit 6: Reported Speech

Used to report what other people:

    • SAY:

He said (that) he wanted to go to the cinema

They explained (that) the museum would be open

    • ASK:

She asked me if I had finished the composition

He wanted to know where she lived

    • ORDER (command/request):

He told me to sit down

They asked us to repeat the song

He ordered me not to speak any more

    • SUGGEST:

He suggested going to the cinema

that we could go to the cinema

When transforming direct speech to indirect or reported speech you MIGHT have to change:

    • pronouns:  I speak English” — He said that he spoke English
    • tense verbs (backshift):  Did you visit your father?”—- He asked me if I had visited my father
    • place and time expressions: “John, come here!!” —-  She told John to go there
    • exercise

Read more about reported speech and practice:

more practice with  videos:

While you were sleeping (movie segments: reported speech)

Write this text into direct speech (with answers)

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Project about Shakespeare

Here you have different topics for the project. Choose one of them:

1. Shakespeare’s personal life
2. Shakespeare’s professional career
3. Shakespeare’s use of language
4. Shakespeare’s influence in present-day English language
5. Shakespeare’s plays and or main characters
6. Shakespeare’s historical plays
7. Shakespeare’s romantic plays
8. Shakespeare’s comedies
9. Shakespeare’s tragedies
10. Shakespeare’s poetry
11. Queen Elizabeth I (the person, and her reign)
12. Elizabethan London / England (society, politics, religion, entertainment, etc.)
13. Shakespeare’s Globe Theatre, and the New Globe Theatre. What theatres were like at Shakespeare’s time.
14. Other well-known British authors in Shakespeare’s time
15. Women in Shakespeare’s literature
16. Religion in Shakespeare’s literature
17. Politics in Shakespeare’s  literature
18. Shakespeare and/or Shakespeare’s works in films

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Dates 3rd term

Tuesday 3rd April: retake exam  “A Connecticut Yankee in King Arthur’s Court”

Tuesday 10th April: READING EXAM  “Shakespeare meets Cervantes” + written questions

Wednesday 25th April:  Reading and Writing UNIT 6   Speech (aula Coromines)

Monday 7th May: USE of ENGLISH UNIT 6 + Listening

Tuesday 8th May: Reading and Writing UNIT 6

9th May: PROJECT: Shakespeare (sonnets, plays, characters, social life, the Globe…. performance…..etc)

Tuesday  5th June: Reading and Writing UNIT 7

Wednesday 6th June: Use of English Unit 7 + Listening

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For and against essay

Read this essay and do the exercises (in purple) to improve your writing skills

More practice:

FINAL TASK: write a for and against essay about the idea/topic you chose in this link:

(number 15 is not possible)


  • the use of different paragraphs (introduction, pro sides, con sides, conclusion)
  • the use of connectors: (underline them)
    • of addtition: also, as well as, in addition, furthermore, moreover
    • of contrast: on the one hand/on the other hand, but, however, nevertheless
  • use either “although” or “even though” in your conclusion

This composition must be handed in on the first day after Easter holidays (2nd April 18)

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Unit 4: conditionals

If you won 10.000.000  dollars…..

ppts: conditionals 1                        Conditionals 2

Pol’s video (3rd conditional with songs)

practise with music: 

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lmAlike (2015)

  1. Watch this picture and comment on it with your partner. You should talk about colours, characters, emotions, background… When you finish, imagine a short conversation between the boy and the man.
  2. Half of the class (student A) will watch the first two minutes of the short film, while the other half (student B) looks at the opposite side. After those 2 minutes, student A explains the start of the film and student B listens.
  3. Student A and student B change roles with minutes 2-4.
  4. How does the film finish? All students predict the end of the film and then watch it
  5. Students think of a different end and share ideas
  6. Use as many modals and modal perfects as possible. Use this link to check if necessary
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Unit 3: Modal verbs

Modal Verbs

More presentations from torrestorres Torres
  • Ability and permission: can, could, be able to, be allowed to
  • Possibility and deduction: may, might, can, could, must (certainty)
  • Obligation and necessity: must, have to, need, should, ought to
  • Lack of obligation: don’t have to,  needn’t to
  • Prohibition: can’t,  mustn’t
  • Regret: I should have studied more
  • Certainty: He’s wearing a school uniform: he must have changed school

PRACTICE!!! (optional) Some links to practice:

video Youtube: modal verbs of obligation

video youtube: modal verbs of probability 



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