These words can be used to put events in sequence: when, after, after that, afterwards, next, subsequently, later (on), followed by, to go on to and finally.
When and after are conjunctions, and they are used to join two clauses. The subordinate clause beginning with when or after can go before or after the main clause.
When she finished school, she got a job as an office cleaner.
She got a job as an office cleaner when she finished school.
After he heard the news, he went home.
I turned on the TV after I had finished dinner.
After can be used with verb + -ing.
After hearing the news, he went home.
I turned on the TV after having finished dinner.
After that and afterwards are used as adverbs, to sequence two events. After that is used when describing a list of two or more events. Afterwards means "after an event that has just been mentioned".
She first worked in a hospital, and after that she opened her own shop.
We went to see a film and afterwards we discussed it.
After is not usually used alone as an adverb.
She first worked in a hospital, and after she opened her own shop.
We went to see a film and after we discussed it.
Next and subsequently are used as adverbs. Next means "immediately after". Subsequently means "after that" or "at a later date". Subsequently is more formal than next, and is usually used in written English.
He wrote a letter, and next he finished reading a novel.
She wrote her first book when she was 25 years old, and subsequently she wrote five more.
Later and later on are used as adverbs. Later means "after a particular time or event", but not necessarily immediately. Later on means "later in a period of time".
I hated maths at school but later I found it useful.
We first went to the cinema, and later on we had dinner together.
Other ways of talking about a sequence of events:
-followed by is used to join two clauses in the middle, but not at the beginning, of a sentence.
She worked in a series of part-time jobs, followed by time working for a small construction company. NOT: Followed by time working for a small construction company, she worked in a series of part-time jobs.
-to go on to do something can be used in any tense, and it is followed by the infinitive with to.
She went on to become a private investigator.
When I finish university, I'll go on to establish my own company.
If he hadn't died so young, he would have gone on to become really famous.
La Segunda Lengua Extranjera en la etapa de Bachillerato tiene como objetivo principal la adquisición de la competencia comunicativa en la lengua extranjera, de modo que permita al alumnado comprender, expresarse e interactuar en dicha lengua con eficacia, fluidez y corrección, así como el enriquecimiento y la expansión de su conciencia intercultural.
Specific competences:
Understanading and interpreting texts.
Text production (oral and written)
Active interaction and co-production (oral and written)
Language mediation (oral and written)
Luinguistic repertoire and plurilinguism
Diversity awareness (linguistic, cultural and artistic). Critical assessment
Criteria for evaluation.
Based on the specific competences and the development of the different skills: Listening, Reading, Speaking, Writing, Interaction (oral and written) and mediation (oral and written). Homework, tasks, attitude and participation.
Mar 22, 2018. It's the 'environmentally friendly' diet that's taking the world by storm. Veganism is quickly becoming more mainstream. And the UK, in particular, has seen huge growth in the vegan food sector - companies are scrambling to sink their teeth into the market. But is 2018 really the year of veganism, or is it all just a fad? Katie Gregory takes a look.
1.- Sign in using a personal email account (remember your password for future access)
2.- Fill in general info (teacher´s recommendation, improve English, etc)
3.- Choose "TEST YOUR LEVEL" option and follow instructions.
4.- Enable your microphone, repeat words, sentences, record messages and chat according to the activities proposed. This will be recorded as part of the test.
5.- When you get the final speaking report, check stregths and weaknesses, suggestions, analyses and send the LINK by mail to your teacher (there´s a "certificate" and a "share" button) similar to this https://app.smalltalk2.me/reports/cpwhateverthenumber73or referenceXXX00112233
Test your level and send the feedback and final report link to your teacher by mail:javier.martinez@educantabria.es before
Having a role model can affect someone negatively.
Should dyed hairstyles be allowed in school?
Can a bad upbringing be an excuse for a felony?
Social media – a blessing or a curse?
It’s possible to learn to love somebody.
You don’t need a college degree to be successful.
Your past does not define you.
Does watching fantasy films affect our perception of reality?
Should there be a mandatory number of trees per square kilometer?
Should people older than 65 be able to be politicians?
Should healthcare be state-owned or privatized?
Is immortality a blessing or a curse?
Is the sous-vide method of preparing meals worth trying?
Should self-driving cars be illegal?
Should sharing hoaxes and false information on the Internet be severely punished?
Should students do a part-time job while they are still studying?
Sessions with a therapist should be mandatory for kids and teens
Every country in the world should ban cigarettes.
Every country in the world should stop producing and selling plastic bags and bottles.
Field trips to prisons should be mandatory to help lower the crime rate.
Scientists should pair people up for marriage based on DNA.
A new universal language should be taught in every school.
Should universities be apolitical?
Do orphans have the same opportunities to be successful as children from complete families?
Should the state have more control over our privacy?
Introduction
Paragraph 1: state topic (summary of the topic without giving your opinion)
Main Body
Paragraph 2: arguments for & justifi¬cations, examples, and/ or reasons
Paragraph 3: arguments against & justification, examples, and/or reasons
Conclusion
Final Paragraph: balanced consideration/ your opinion directly or indirectly
Useful expressions and linking words/phrases
• To list points: Firstly, First of all, In the first place, To begin/start with, Secondly, Thirdly, Finally • To list advantages: One/Another/A further/An additional (major) advantage of… is … The main/greatest/first advantage of… is … • To list disadvantages: One/Another/ A further/An additional (major) disadvantage/drawback of. The main/greatest/most serious/first disadvantage /drawback of… Another negative aspect of… • To introduce points/arguments for or against: One (very convincing) point/argument in favour of… / against,
A further common criticism of… / It could be argued that….. often claimed/suggested It is widely argued maintained that….. generally felt/believed/held
Some/many/most people/experts/scientist/skeptics/critics claim/suggest/argue/feel that… maintain/believe/point out/agree/hold that… advocate (+ing/noun)/support the view that… oppose the view that… are in favour of/against… are of the opinion that/convinced that… are opposed to…
• To add more points to the same topic: in addition (to this), furthermore, moreover, besides, apart from, what is more, as well as, not to mention (the fact) that, also, not only … but also/as well, both … and, There is another side to the issue/question/argument of…
• To make contrasting points: on the other hand, however, still, yet, but, nonetheless, nevertheless, even so, it may be said/argued/claimed that,… others/many people oppose this viewpoint/strongly disagree…, claim/feel/believe this argument is incorrect/misguided although, though, even though, while, whilst, whereas, despite/in spite of (the fact that), regardless of the fact that Opponents of … argue/believe/claim that… The fact that… contradicts the belief/idea that… While it is true to say that…, in fact… While/Although …, it cannot be denied that…
Useful expressions and linking words/phrases
• To introduce examples: for example, for instance, such as, like, in particular, particularly, especially, This is (clearly) illustrated/shown by the fact that… One/A clear/striking/ typical example of (this)… The fact that…. shows/illustrates that… • To emphasise a point: clearly, obviously, it is obvious, naturally, of course, needless to say, indeed • To express reality: In fact, the fact (of the matter) is, actually, in practice, it is a fact that, in effect • To make general statements: as a (general) rule, generally, in general, on the whole, by and large, in most cases • To make partially correct statements: to a certain extent/degree, to some extent/degree, in a way/sense, this is partly true (but), to a limited extent, there is some truth in (this), in some cases, up to a point • To explain/clarify a point: in other words, that is to say, this/which means that • To express cause:
owing to, due to (the fact that), on account of, on the grounds that, given that, because, as, since • To express effect:
therefore, thus, as a result/consequence, consequently, so, for this reason, if… were to happen, … the effect/result would be… • To express intention:
to, so as to, in order to, so that, with the intention of (+ing)
One/A clear/striking/ typical example of (this)… The fact that…. shows/illustrates that… • To emphasise a point: clearly, obviously, it is obvious, naturally, of course, needless to say, indeed • To express reality: In fact, the fact (of the matter) is, actually, in practice, it is a fact that, in effect • To make general statements: as a (general) rule, generally, in general, on the whole, by and large, in most cases • To make partially correct statements: to a certain extent/degree, to some extent/degree, in a way/sense, this is partly true (but), to a limited extent, there is some truth in (this), in some cases, up to a point • To explain/clarify a point: in other words, that is to say, this/which means that • To express cause:
owing to, due to (the fact that), on account of, on the grounds that, given that, because, as, since • To express effect:
therefore, thus, as a result/consequence, consequently, so, for this reason, if… were to happen, … the effect/result would be… • To express intention:
to, so as to, in order to, so that, with the intention of (+ing)
In conclusion, On balance, All things considered, Taking everything into account/consideration, To conclude, To sum up, All in all, Finally/Lastly,
- it can be said/claimed that … - it seems/appears that… - it would seem that… -it is likely/unlikely/possible/foreseeable that … - it is clear/obvious that… -. there is no/little doubt that … - it is true to say that … - although it must be said that … - it may be concluded/said that …
OPINION ESSAY: ADVANTAGES-DISADVANTAGES
1-INTRO:
1.1 For the great majority of people ______________________________________________________.
A problem that is often debated nowadays ________________________________________________.
Who cares about ____________________________________________________________________?
1.2 It is a well-known fact that _______________________________________________________.
Besides, recent studies show there are ______________________________________________.
1.3There are reasons to believe that ______________________________________________.
2.1 A lot of people claim that__________________________________________________
2.2 What is more, ____________________________________________________________
For example, ________________________________________________________________.
2.3-While/Although______________________________ it cannot be denied that_____________
Another point worth considering has to do with____________________________________
3-REFUTING:
3.1In contrast to this idea, ____________________________________________________________, so it is not easy to ___________________________________________. Whereas, in comparison,___________________________________________.
3.2However, we should also consider___________________________________. On the other hand, __________________
2.3 Therefore, it is reasonable to think that _______________________________________.
4-CONCLUSION:
4.1 This bring us the question whether ___________________________________________________, it is highly probable __________________________________________________.
4.2 In my opinion, _________________________________________________________From my point of view, ______________________________________. Maybe in the future_____________________
Remember these tips to carry out the task of mediation:
You are given a text in English, that you have to mediate into English as well –>Read the task carefully, and, depending on what you are asked to do, use the appropriate mediation strategies:
summarise: describe the main ideas of a text for your friend.
select some of the most relevant points of the text: decide what is important for your friend (think of the context described in the task), and talk about that.
In all cases: REPHRASE: use different words than those in the text (use synonyms, explain, adapt the language…)- the objective is for your friend to understand the text you are writing. [He/She won’t see the original text, only yours].
Typically, you will be asked to write an email or a note to a friend.
Don’t beat about the bush—> go to the point: mediate the information in the text, and do not add any extra information which is not there.
You are being tested on your MEDIATION skills (how clear you are when explaining ideas, how organised, how helpful to other people…): do not obsess about showing off how good your English is (you will have to do that in the writing tasks). If you can use beautiful English while being clear and organised, that is great, but there are no extra points in the mediation tasks for showing a wide range of language.
These are some resources to help you write your mediated text:
This is a possible mediated text for you to see what you are expected to do (this is not THE only correct option: any clear, organised, helpful text will be OK):
Remember these 
You are given a text in English
, that you have to mediate into English as well 
These are some resources to help you write your mediated text:
Once you have written your task, why don’t you