Linkers, connectors. (Discourse markers)

 

LINKERS/CONNECTORS PRACTICE: 

https://www.liveworksheets.com/worksheet/en/english-second-language-esl/445415

EXPRESSING CONTRAST (LINKERS OF CONTRAST)

ALTHOUGH 

Although I was feeling depressed, I went to the party.

DESPITE

Despite the rain, I went to the party.

Despite feeling depressed, I went to the party.

IN SPITE OF 

In spite of the rain, I went to the party.

In spite of feeling depressed, I went to the party.

EVEN IF 

I will go to the party, even if I feel depressed.

WHEREAS 

Adults can make their own decisions, whereas teenagers have to do what other people tell them.

HOWEVER 

Mike is a very good singer. However, he can’t play any instruments.

IN CONTRAST

BUT 

Their music is very good. But, their lyrics are not very interesting.

ON THE ONE HAND….. ON THE OTHER HAND 

On the one hand, they are extremely rich. But on the other hand, they have lots of debts.

EXPRESSING PURPOSE (LINKERS OF PURPOSE)

We use linkers of purpose to introduce reasons:

SO (THAT) 

I have brought a microphone so that the audience will be able to hear us.

IN ORDER TO

We need to register with the council in order to vote.

TO 

I am phoning to ask information about the event.

SO AS TO

We all need to vote so as to express our opinions.

 

U2 50 anniversary- Listening

https://www.bbc.com/news/articles/cm9w4042yklko

Exactly 50 years after they formed, U2 returned to Dublin to play a gig at the school where they met.

"We've escaped from the lab," declared Bono, as the quartet took to a stage in the playground. "How's the experiment working for you?"

The pupils of Mount Temple Comprehensive may not have been born when U2 were the world’s biggest band, but they gave them a hero's welcome, waving signs that said, "I love U2", "It's a beautiful day - no school", and, "Bono, my mum says hi!"

The group treated them to a career-spanning set that included hits like I Will Follow, Vertigo and With Or Without You, as well as their latest single, Silencio.

As they played, teachers pulled down pupils who’d climbed on their classmates' shoulders, before getting swept up in the moment and dancing along themselves.

As he looked out from the same stage where U2 made their debut in 1976, Bono became emotional.

"Thanks for, er… Yeah... I didn't… Wow," said the frontman, temporarily lost for words.

U2 were all pupils at Mount Temple Comprehensive School in the mid-1970s

https://en.islcollective.com/english-esl-powerpoints/reading-comprehension/general-reading-comprehension/celebrities-famous-people/u2-ppt/37405

Is it getting better?
Or do you feel the _________?
Will it make it easier on you now?
You got someone to___________

You say, one love, one life
When it's one need in the night
One love, we get to share it
Leaves you baby if you ___________ for it

Did I disappoint you?
Or leave a bad taste in __________?
You act like you never had love
And you want me to ____________

Well it's too late tonight
To drag the past out into the light
We're one but we're not the same
We get to carry each other, carry each other
One!

Have you come here for ____________?
Have you come to raise the _____________?
Have you come here to play Jesus?
To the lepers in your _______________

Did I ask too much? More than a lot
You gave me nothin' now it's all I got
We're one but we're not the same
Well we hurt each other then we do it again

You say love is a __________, love a higher __________
Love is a _________, love the higher ____________
You ask me to __________ but then you make me ____________
And I can't be holdin' on to what you got
When all you got is ______________

One love, one blood
One life, you got to do what you should
One life, with each other
Sisters, brothers

One life but we're not the same
We get to carry each other, carry each other
One
One

Mediation.

 Mediation. 

How to do the Written Mediation?

 Tips
- READ the instructions well: What's my role? To whom do I need to write? What about? Why? To what effect? How? What is the context?...
- Identify and select the relevant information.
- Use your own words, paraphrase (do not just copy from the text you are given), expand the information (explain, comment, clarify), connect ideas (compare and contrast, exemplify, relate to what you know), talk about the intentions, nuances and connotations of the text.
- Take into account the audience you are writing to and the context and adapt the discourse appropriately: formal / informal.

Migration, a hot debate

Food for thought: 

1. The story

Around 70,000 migrants swam around the border from Morocco into Ceuta, part of Spain, which has a population of 80,000. Spanish authorities said almost all those who reached the enclave have now returned. At least 72 migrants died attempting the journey. Many EU leaders called for an urgent meeting, asking for the end of policies that could encourage illegal migration. But Spain says that as Ceuta is not part of mainland Spain, there was never a security threat to other EU countries.

The Ceuta migration crisis reached an unprecedented flashpoint, profoundly shifting Spanish public opinion and driving the European Union toward aggressively tighter border policies. A questionnaire examining opinion and context surrounding this crisis can be structured around the following factual pillars and recent polling insights.

The Context: The Late July/August Border Surge. A massive influx overwhelmed the Spanish autonomous city of Ceuta on the North African coast.

The Trigger: Human smuggling networks exploited and misrepresented a June Spanish Supreme Court ruling regarding "hot returns" at sea, falsely spreading rumors on social media (WhatsApp and Facebook) that the border was open. The Scale: Over the course of a single overnight period, an estimated 49,000 to 60,000 people crossed or attempted to cross into Ceuta by swimming or breaching border walls. By August, total estimates climbed over 70,000. 

The Fall-out: Spain quickly deployed its military, installed floating barriers, and swiftly returned over 70,000 migrants to Morocco. Politically, a massive internal scandal emerged in September when declassified National Intelligence Center (CNI) documents revealed that Spanish authorities had advanced warnings of the WhatsApp "call to assault" the border, leading to political finger-pointing and high-profile resignations.

2. Current Public Opinion Dynamics

Recent demoscopic data—including a comprehensive national 40dB opinion poll and the state-run September CIS Barometer—highlights a significant shift in public sentiment:Blame and Bilateral Friction: 89% of Spaniards blame Morocco for either orchestrating or allowing the mass crossing. Concurrently, an NC Report poll showed that 77% of Spaniards now view Morocco as an "enemy" or a hostile neighbor due to the crisis.Disapproval of Government Management: Close to 72% of respondents criticize the Spanish government’s handling, with the vast majority rating Prime Minister Pedro Sánchez's response as "bad" or "very bad" and too slow.Border Security over Humanitarian Concerns: The public mood has hardened significantly; 7 out of 10 Spaniards now prioritize tighter border controls over the protection of vulnerable migrants, and 82% support increasing physical fences and surveillance.Political Shifts: The crisis has fueled a surge for Spain’s right-wing opposition. For the first time this legislature, the combined voting intentions for the conservative Partido Popular (PP) and right-wing Vox surpassed the 50% mark in 40dB's polling. Furthermore, 27% of respondents name Vox as the political force most capable of handling immigration.The EU Stance: On the European level, 22 out of 27 EU member states have united to demand the European Commission further harden external border policies, floating controversial ideas such as the temporary suspension of asylum processing during large-scale border emergencies.

3. Questionnaire :

Module A: Perception of Responsibility

• Do you believe the mass crossing was an orchestrated geopolitical maneuver by Morocco or an organic humanitarian event?
• To what degree do you believe the Moroccan government is responsible for the migration surge in Ceuta? (None / A little / Significant / Absolute)
• How do you evaluate the role played by social media platforms (WhatsApp, Facebook) in fueling the crisis?

Module B:Government Evaluation

• How would you rate the Spanish central government's response to the situation? (Excellent / Adequate / Slow / Very Bad)
• Do you agree or disagree with the deployment of the Spanish military and the implementation of floating maritime barriers in Ceuta?
• In light of declassified intelligence warnings, do you believe the political fallout and subsequent resignations were handled appropriately?

Module C: Policy Preferences (The Humanitarian vs. Security Trade-off)

• When managing Spain’s borders, which should be the primary objective?
• Strengthening border fences, surveillance, and immediate returns.
• Assuring humanitarian aid, processing asylum claims, and protecting vulnerable groups.
• Do you support the European Union's proposal to allow member states to temporarily suspend the processing of asylum applications during sudden, mass border crossings?

Module D: Broad Societal Impact

• How has the recent crisis in Ceuta affected your view of Spain's bilateral relationship with Morocco? (Improved / Unchanged / Worsened)
• Which Spanish political party do you believe is best equipped to handle irregular migration moving forward?

News headlines 

Runaway online rumors sparked frantic rush by migrants to the Spanish territory of Ceuta
AP News 

How Spain's migrant crisis created a political storm - whipped up by social media
BBC News 

EU ministers to back Spain as Ceuta crisis pushes migration up the agenda
Politico 

Imagine you were moving to a new country. What would be the most important factors to take into consideration? Put these in order of importance: 

• Cinemas/theatres/concert halls 
• Good flats/houses 
• Good transport systems 
• Good schools/hospitals/universities 
• Presence of family/friends 
• Safe streets Parks/green areas  
• Free press and media 
• Democratic system/equality  
• Language • Culture  
• Other???  

Which of these things would most make you want to leave your home city or country? 

• Unemployment 
• Poor housing and services  
• Poverty 
• Famine 
• War/unsafe social situation 
• No job prospects for your skills/qualifications  
• Government persecution 
• Discrimination Climate 
• Geographical location  
• Other??

Reference websites:

• https://edition.cnn.com/2026/09/09/world/video/spanish-beach-europes-migration-crisis-digvid-vrtc 
• https://www.facebook.com/reel/1611353127327348
• https://theconversation.com/ceutas-border-crisis-is-about-geopolitics-not-just-migration-289098
• https://www.teachingenglish.org.uk/teaching-resources/teaching-adults/lesson-plans/intermediate-b1/why-do-people-migrate

Welcome. Course 2026-27

 

1st Bach. Year 2026-27

• Decreto 73/2022, de 27 de julio, por el que se establece el currículo de la Educación Secundaria Obligatoria y del Bachillerato en la Comunidad Autónoma de Cantabria
• Orden EDU/42/2022, de 8 de agosto, por la que se dictan instrucciones para la implantación del Bachillerato en la Comunidad Autónoma de Cantabria.

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:

1.  Understanding and interpreting texts (oral and written)
2.  Text production (oral and written)
3.  Active interaction and co-production (oral and written)
4.  Language mediation (oral and written)
5.  Linguistic repertoire and plurilinguism
6.  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.

Essential/key knowledge:

• Communication
• Plurilinguism and language reflection
• Intercultural awareness

Student Book and Workbook

Table of Contents

• https://www.youtube.com/watch?v=RAF22W0MTAU [http://bit.ly/VeganEconomy] 

PAU TIPS.

 
ENGLISH TEST TIPS:

QUESTION 1

QUESTION 2

QUESTION 3

QUESTION 4

QUESTION 5

La estructura del ejercicio se compone de dos actividades (comprensión y expresión escrita) y un total de cinco apartados (“questions”). La actividad de comprensión escrita (400 palabras aprox.) contiene cuatro apartados que comportan siete puntos del total. Las respuestas de cada apartado no necesariamente tienen que aparecer en orden en el texto.

Primer apartado (2 puntos). El alumno/a decide sobre la veracidad o falsedad de cuatro enunciados. Escribe claramente su opción de respuesta (TRUE o FALSE) y justifica su respuesta citando la parte correspondiente del texto.  Para citar, el alumno/a debe copiar la frase completa o la parte de la frase que justifica la respuesta. Se puede utilizar recursos de citación como, por ejemplo: “(...)” siempre y cuando la parte que justifica la respuesta esté copiada.

Segundo apartado (2 puntos). El alumno/a responde a dos de tres preguntas abiertas. Se otorgará 1 punto por cada una de las dos preguntas respondidas, distribuidos de la siguiente manera: 0,5 puntos por las ideas reflejadas y 0,5 puntos por la expresión de las mismas. La calificación de cada pregunta depende del número de ítems incluidos por el alumno/a en relación con el total de elementos que constituyen la respuesta a la pregunta, así como su capacidad para parafrasear la respuesta utilizando estructuras y

vocabulario propios del nivel requerido.

• Si el alumno/a responde a las tres preguntas en lugar de dos, se corrigen las dos primeras que aparecen en su cuaderno de examen.
• Las respuestas no pueden ser copia literal del texto (i.e., citas), aunque se puede emplear alguna palabra que aparezca en el texto.
• Esta pregunta se refleja la capacidad del alumno para parafrasear y sintetizar o resumir, por lo tanto, no hay un extensión mínima ni máxima para responder a estas preguntas.

Tercer apartado (1.5 puntos). El alumno/a localiza vocabulario en el texto para una serie de palabras, definiciones o expresiones breves (se indicará el número del párrafo dónde está la palabra o expresión).

Cuarto apartado (1.5 puntos). El alumno/a responde a tres preguntas de comprensión de opción múltiple. El alumno/a debe indicar su respuesta claramente en el cuaderno de examen, escribiendo la letra A, B, C o D, o copiando la letra y la frase correspondiente. No se otorgarán puntos si la letra no es suficientemente legible.

La actividad de exprensión escrita está formada por un apartado y tiene un peso de tres puntos.

Quinto apartado (3 puntos). El alumno/a selecciona una de dos opciones de escritura y redacta un texto con una extensión aproximada de 120-150 palabras. Las opciones de texto pueden incluir: “opinion essay”, “for and against essay”; “narrative text”, o correspondence”. Respecto a los textos de “correspondence”, pueden ser correos informales o correos formales acotado a dos posibilidades: plantear una queja o realizar una solicitud (beca, trabajo, ...). En ningún caso deberán los alumnos firmar o poner su nombre en la redacción. Se valora la extensión del texto mediante el apartado “cumplimiento de la tarea” en la rúbrica de evaluación. Los textos de hasta 200 palabras no serán penalizados.

PAU INSTRUCTIONS- UNICAN

https://web.unican.es/admision/acceso-a-estudios-de-grado/pruebas-de-acceso-a-la-universidad

Speaking- Oral skills last session

 Spaking-advance