Tracing back to the stuffy atmosphere of the Victorian Age, we find the PRE-RAPHAELITE BROTHERHOOD, a movement which influenced Arts from the first half of the 19th century onwards.

Pre-Raphaelite Artists promoted a radical trend in art, based upon a New Realism, far from the Victorian convenctions which made painting be boring, predictable, lazy and plain. 

Let's enjoy watching and listening to this first part of a whole BBC series of docupics, dedicated to these light-minded artists who changed art for ever. 

All the contents will be reviewed and expanded in class and you'll be getting more tasks to complete.

Focus on the critics to this new art and on the adjectives used for this purpouses. 

FOCUS ON THE MOMENTS IN WHICH THE AUDIO RESPONDS TO THE FOLLOWING QUESTIONS and answer as many questions as you can in the message box: 

This video features Charles Dickens' critics to the paintings of John Everett Millais.

Ironically, he and Millais would go on to become good friends, but only after Millais had become reknowned for the style that Dickens originally found "revolting" and "repulsive".

1. Could you write what Dickens said about this new style?

Queen Victoria even asked to have a private showing of this painting at Buckingham Palace in order to judge how truly terrifying it was to the public: 

2. Look for the related information in the video and write it down.

3. What was Art like before Pre-Raphaelites?

4. When did these artists found the PRP's Brotherhood?

5. What was happening in Europe during that period of time?

6. Is it true that these artists wanted a Revolution?

7. Who was the Queen of Britain in that period?

8. Was the new style of these painters considered RADICAL in the second half of the 19th century?

9. Where did these painters take their scenes and themes from?

10. did these artists rejected Raphael's painting style? What can you hear about this in the video?

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 Study and look up these terms used to describe and talk about people. 

Play the video below. It is an interview to Maggie Smith, a great British actress. 

1.can you distiguish both american and British english?

2. who speaks British English in this interview?

2. was Maggie Smith famous in Europe before?

3. was she famous in Spain before among ordinary people?

4. does she feel nowadays different to the way she felt before?

5. Which soap opera are they talking about?

6. What is the plot?

7. What is Maggie's role in the soap?

8. Maggie plays the role of the Grandmother. What kind of family is it? Chose some adjectives to describe the family.

WRITE YOUR ANSWERS IN THE BOX BELOW AND SUBMIT

Los Tesauros son la mejor forma de aprender vocabulario en tu propia lengua o en lenguas extranjeras

Conocer este método os será muy útil. Es una lista de palabras agrupadas por relaciones semánticas que expresan conceptos.      

En un tesauro general las palabras pueden estar relacionadas según:

• A: Relaciones jerárquicas: Establecen subdivisiones que generalmente reflejan estructuras de TODO/Parte. Desde  el término genérico: Apparatus or Engine a lo concreto: computer; y de este término a  tipos particulares de ‘computers’: laptop, digital computer…
• .B: Relaciones de equivalencia o diferencia semántica:  de acuerdo a  las relaciones de sinonimia, homonimia, antonimia y polisemia entre los términos. Las relaciones de equivalencia sirven para conectar sinónimos y quasi-sinónimos, así como antónimos.
• C: Relaciones asociativas: Mejoran las estrategias de recuperación de vocabulario. Establecen relaciones entre términos relacionados o asociados por contexto; este es el caso de verbos como ‘to sell’---‘to buy’  ‘to give’----‘to take’…

En un tesauro lingüístico los términos se agrupan además por relaciones morfológicas: composición, derivación, alargamiento, acortamiento, sufijación, etc.

Los términos son las unidades semánticas básicas dotadas de significado. Los términos son generalmente unidades simples “nouns, y éstos representan la parte más concreta del ‘speech’.

Los verbos pueden convertirse en ‘nouns’: de ‘to walk’ a ‘walking’; de ‘to wash’ a ‘washing’. Los ‘nouns’ como walking y washing se convierten en adjetivos activos delante de otros ‘nouns’: ‘a walking doll’, ‘a washing maschine’. Los verbos tienen un adjetivo agente como ‘walking’ y ‘washing’ (gerundio de los verbos) y un adjetivo pasivo ‘walked’, ‘washed’.

Y con esta información ya podeís empezar a trabajar en vuestros tesauros, adaptándolos a vuestros ‘dominios’ (campos específicos en los que tendréis que usar el inglés), a vuestro estilo lingüístico: formal, informal; a vuestro registro: académico, científico… o a vuestra jerga (jergón) lenguaje específico de vuestra profesion.

Check the English thesaurus of ROUND in your mailbox, print it and work on the following sentences. Write down the answers in the box bellow and submit them to work on them in class:

Synonimous. 

We will hold a series of talks about global warming

Let’s order another set of drinks, men!!

When I get to London I’ll have to pay the visits of all my relatives one after another.

 I will have only a slice of this bread. (only British)

Transform the following sentences: (British English). Notice that ‘around’ (as adverb) is also possible in many occasions.

Ex. They walked surrounding the corner

They walked round the corner

We walked all the way and ended up in the same point

-

The children ran in idle and purposeless motion

-

She was singing in the street and everybody crowded, surrounding her, to listen to her nice rich voice.

-

(in the shop) Oh, thanks, I’ll buy nothig today, I´m just having a look from here to there

Please, go to the children’s room and have a look from one to another, from here to there

-

She’s not keen of travelling in circles from one to another  point to another.

-

'round'as PREPOSITION

You will find the shop at the other side of the corner

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The thief jumped over the wall that surrounds the garden

-

Please, have a look ..........  the children’s room

Mary and Peter used to live here or in the surroundings

Now answer to these questions:

you can check right answers here

Let's have a look to the English Syntax and some of the sentence order rules. 

Here you have various patterns to follow when it comes to creating sentences in English.

1. Subject + verb + predicate (predicative adjectives/attributive adjective + noun/ determiner +noun)

Mary is tall

Mary is a tall woman

John is a shop assistant

You look sad

2. Subject + verb + place complement

Mark is in Britain

The book is on the table

3. Subject + verb + time complement

The class is at 10,30

4. Subject + verb + mood complement (adverb or adverbials)

My sister studies hard (hard aquí no es adjetivo, sino adverbio)

You speak politely

5. Subject + verb + place complement+ time complement (time markers, time phrases...) (movable)

Mark is in Britain today  or  Today Mark is in Britain 

6. Subject + verb+ object complement

I bought a flat

7. Subject + verb+ object complement + place complement

I bought a flat in Berlin

8. Subject + verb+ object complement + place complement + time complement (movable)

I bought a flat in Berlin last year or Last year I  bought a flat in Berlin

9. Subject + verb + personal complement

She hit me

He loves you

10. Subject + verb + personal complement + object complement

She gave Tom a present

She gave him a present

11. Subject + verb + personal complement + object complement + time complement (movable)

She gave Tom a present  last Monday or Last Monday she gave Tom a present 

She gave him a present last Monday or Last Monday she gave him a present 

ENGLISH SYNTAX RULES

English is a so called SVC Language, which means that the sentence order usually follows the structure:

Subject + verb + complements.

You must avoid trying to make sentences of the kind:

• en la cocina tienes tu cena (esto es construcción típicamente española) su correspondiente: *in the kitchen you have your dinner, suena fatal.

RIGHT SENTENCE:

You have your dinner in the kitchen.

Or... I have left your dinner in the kitchen

or.... Your dinner is in the kitchen

En Inglés menos es siempre más.

You must avoid trying to make complicated sentences

You must avoid moving complements here and there if you are not sure.

In every SVC Language there is a specific sentence order:

• Place personal object before any other complements:

I gave my sister a ball pen to write her name.

I gave her a ball pen to write her name.

My mother told my brothers to listen to her words

My mother told them to listen to her words

My teacher taught her students  how to write in English

My teacher taught them how to write in English

The cook showed the audience how to bake a butter cake  >>>exceptions exist for the verbs to show, to explain something to someone and to say something to someone.

VERBAL TENSES. Past tenses

The Past Continuous tense corresponde a la expresión de acciones pasadas en proceso.  

No confundir 'tense' (tiempo verbal) con 'time' (tiempo real)

THE IDEA IN OUR MINDS: El 'past continuous' o PASADO PROGRESIVO (progressive past)  se emplea para acciones pasadas en proceso de realización.

That is to say: an event that was taking place in the past

REAL TIME: PAST

Yesterday....    I was having lunch at 2 o’clock
    What were you doing when I phoned?

    They weren’t sitting in the restaurant when we arrived 

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FORMACIÓN del TIEMPO VERBAL PAST CONTINUOUS

Se forma con el pasado del auxiliar to be + el verbo+ing 
    I was (was=el pasado del verbo to be) having (el verbo 'have' + ing) lunch.

Se puede emplear el past continuous y el past simple juntos. En este caso, el past continuous se usa para expresar la acción durativa (extendida en el tiempo) y el past simple para la acción completiva (una acción que empieza y termina en un momento concreto del pasado).

THE IDEA IN OUR MINDS: An event was taking place in a certain moment in the past when another event interrupted that action.

Examples:

• We were driving (past continuous) along when suddenly a dog ran out in front of the car (past simple).
• We were walking through the park when suddenly a turtle walked out into the path.
•               

CONSOLIDATION TASK

Tom was ____________when suddenly he fell down (to skate)

Mark was ____________on TV when suddenly somebody interrupted him. (to speak)

Richard was _________ very hard when his girlfriend phoned (to work)

Bern was ____________ when it started to rain.(to walk)

 Alfred was ______________ when the neighbour knocked at his door. (to nap) 

Malcom was __________ when a partner came into his office. (to have a snack)

WRITE THE ANSWERS IN THE BOX  AND SUBMIT, PLEASE.