○ ○ ○ 0 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 59 ○ ENGLISH LANGUAGE AND ITS DIDACTICS I
Tuesday 18th February. Today we are starting English and its Didactics I. First of all, the teacher talked us about the subject: what are the different parts that are going to be evaluated, the percentages of each part of the subject, the tools that we are going to use during the term, and so on.
Here is a table with the percentages: Assignments
Attendance and class participation
50%
Project work
20%
Listening Reading Use of comprehe compreh English nsion ension
10%
10%
10%
Next, we did an oral activity just to know a little more about our classmates. The activity was called Getting to know you and the main objective was to complete some sentences from a photocopy with our classmates’ personal contribution. In order to do this, we had to ask them so we started speaking English. Finally, we shared the different sentences.
On the 20th of February, the second session of the English Language and its Didactics I, we began by explaining the tasks that we must carry out by means of the technology, which ranges from a little presentation about ourselves to a storytelling creation. Then, we started talking about two concepts that are very present in our lives: childhood and adulthood. We also learned vocabulary about this topic and we discussed what it meant to be an adult. Next, we listened to an audio about this topic and answered some questions. Then, we learned the meaning of some idioms: strike out of
your own (become independent), to stand on your own two feet (become an adult), can’t afford to leave home…, and we also learned some specific vocabulary about adolescence: hormones, grow-up, maturity, juvenile behaviour, social death, mollycoddling... For example: His mother never lets him decide for himself, he it`s mollycoddling. Finally, we discussed about the idea of collocations (the fact that a word collocates with other words) in English, like have breakfast, take a photo, take a bus, take a look, etc.
On the 25th of February, the third lesson of English Language and its Didactics I, we started by reading the diary and correcting the mistakes that we made. It was useful because we learned a lot. For instance, how to write and speak correctly. Afterwards, we did the exercises 1 and 2 of sporting collocations in the student’s book on page 12. For example: win a cup, go windsurfing, do karate, etc. We did some vocabulary too like carry out, realize, improve, drill, tips, knowledge… These words were important to understand some of the activities and get to know what we are talking about. Knowing the correct form of those collocations is very useful to improve our English skills. Then, our teacher recommended us to do the exercices 1-5 on page 11 of the student’s book. After that, he explained some grammar, the gerund and the infinitive constructions. We must be careful, because in spite of having rules for the use of each verb, there are some problematic cases where we can use the
two words. After that, we watched a video about pronunciation. In this video a woman taught us the key to learning the different sounds of English: learning each of them separately. At the end of the lesson, we learned that English has 26 letters, but 46 phonetic symbols. It’s important to learn them to have a good pronunciation.
On the 27th February, we started the lesson with an activity related to phonetics. This one consisted of discerning which word represented each phonetic transcription that we had on the board. Once we got them, we wrote each word next to its phonetic transcription. Another topic we discussed in class was the different expressions and characteristics of a soulmate. We watched a video called "Less than one". We learnt some vocabulary. For example: leap year, pick up and be picky, hook with and click with, jot down, suit (something that is especially good for you. This word is very used when you buy clothes."I love that T-shirt because it suits me, let's buy it!")
On the 4th March, we began the lesson checking this diary. We did some activities about the -ing and the infinitive form, for example: I can’t get used to getting up early, I don’t object to working overtime… . Then, the teacher provided us with some tools for improve us.
The first one was Hemingway, this program helps us to make our writing clear.It´s easy, you only have to put there the text and it highlights long, complex sentences and common errors. . The second one was Function-Based Vocabulary Notebook, this tool help us to have differents words for a better writing. For example: words to add information, to empathise, to show sequence.. After that, we watched a video of a woman and we learnt how to pronounce clearly some sounds. We did some activities too, learnt some vocabulary, for example: get by, shape, related to, disapprove of, discern, pointless, etc. These vocabulary is useful to knowing more the language and speak it perfectly. Finally, we did some activities, the 9 and 10 on the work´s book on page 8. With these activities we learned vocabulary about very british expressions. For example: why don’t you give it up?/ I’m getting better at it./ Do you want to have a go? Moreover, we learned some vocabulary for describing language ability (I can get by…, I speak English quite well, it’s rusty, I know a few words of…) On the 6th March we saw a movie segment called “Click” in which a man can see an scene from his past with his father. On this video this man feels so annoyed with his behavior with his dad who is dead now. The aim of this activity was to learn I wish / I regret by answering some questions related to the video: Is the scene about the past, present or future? Can he change his past? Why (not)? How does he feel about his relationship with his father? But, before we answer those questions, we saw a video about
the use of "wish". For enlarge the explanation of Jordi. We learnt some vocabulary. For example: mull over, speed up, give up, make a deal, feel guilty, to be down for something (that means the same as: to be eager about something, to be willing to, to be enthusiastic about something), etc. Finally, we saw for videos about some clues of how to write following the model by International en glish language testing system. This videos are:task achievement, lexical resoure, coherence and cohision and grammatical range and accurary
This is the example of an opinion essay we saw in class.
The l i st eni ng about happi ness 1. The gi r l s pl ayed bas ket bal l , whi l e t he boys pl ayed t enni s . 2. Ei nst ei n i s f amous f or E=mc² , however , Edi son i s f amous f or t he i nvent i on of t he l i ght bul b. 3. Ti t ani c i s my f avor i t e movi e. I l ove eat i ng popcor n. 4. Amer i c ans shake hands when t hey meet , on t he cont r ar y , t he Japanese bow. 5. Unl i ke Mot her ’ s Day t hat i s al ways on a Sunday, Thanksgi vi ng i s al ways on a Thur sday. 6. Wi l l i am l oved vi si t i ng Mont r eal . Sal l y pr ef er r ed j ust t o st ay i n Quebec. 7. Due t o my car br eakdown, I need t o buy a new one. 8. At one t i me f ew peopl e had enough money t o buy books, whi l e f ew peopl e coul d r ead books. 9. I want t o l ear n Kor ean; Tr udy want s t o l ear n Tur ki sh. 10. Peopl e l ove peace, but , t hey hat e war
On the 11th March, we s t ar t ed t he l esson ex pl ai ni ng some of t he
f ol l owi ng up sent ences. For exampl e : what f or ? ( what ’ s t he r eason?) , what ’ s i t l i ke ( c an you descr i be i t t o me?) , how do y ou mean? ( coul d you expl ai n t hat mor e cl ear l y?) , what does t hat i nvol ve? ( What do you have t o do?) , how come? ( why or how di d i t happen?) , and, f i nal l y, what sor t of t hi ng? ( can you gi ve me exampl es?) . Af t er t hat , we di d some phonemi c act i vi t i es and t hen we l i st ened t o an audi o about happiness. We had t o know whi ch count r y was t he happi est and i t was Denmar k. Consequent l y, t he t eacher asked us what makes us happy. We di scover ed t hat , t her e’ r e a l ot of t hi ngs t hat makes us happy. Fi nal l y, we di d some punct uat i on act i vi t i es ( r un on sent ences) . 1. /wɜːk/ 2. / wɜː(r)kt / worked 3. /hɪt/ hit
/wɔːk/ / wɒtʃt / /hiːt/ heat
/wәʊk/ /wɔːkt/ /heɪt/ hate
Asking followup questions WB, p. 9, act 11 Rewrite the questions A: I work in a customer relations. B: What do you have to do? (involve)> What does that involve? A: I mostly deal with customers who have questions or complaints. The reading adventure ( HoHoHo
What is the author attitude towards the parents of young girls? What is the expression used in the last paragraph that means boast about your achievements and abilities? Look at the text again and find words or expressions that mean “evasive”, “search”, “discard”, “goahead”, “disabled”, “overwhelm, defeat, beat down”
Happiness! Which country do you think is the happiest? Is it a) Mexico b) Denmark c) Nigeria
take stock : to look at something and assess it/evaluate contentment: the feeling of being pleased with your situation and not hoping for change or improvement satisfaction: the feeling of having everything you need or want joy: great happiness fulfilling: meeting all your needs and expectations material possessions: objects (eg cars, clothes, books etc) as opposed to abstract ideas such as love, happiness etc. hang out: spend time idly food and shelter:
What exactly makes us happy? A new car, an expensive holiday or simply spending time with friends and family? According to the speaker, what two things lead to happiness?
Moreover, we learned some vocabulary: to be in good shape, lead to or survey. To conclude the class, we did some activities to practise the linking
words. The teacher suggested some sentences and we solved them. For example: The girls played basketball the boys played tennis → The girls played basketball, the boys played tennis / The girls played basketball while the boys played tennis.
On the 13th March, we started the lesson with some activities about the phrases that we learned in the previous class. Moreover, we improved our vocabulary about learning and ability: To have a flair for languages/ art/ writing To be a talented musician/ artist/ actor To have a head for figures/ business He picks up languages very easily. He’s a fast learner. He plays tennis brilliantly. She’s a natural. He did well at college but it wasn’t easy. He had to really work at it. He’s very quick on the uptake. He’s quite quick at learning things.
Later, we learned some grammar, the correct form and the meanings of: "used to", "get used to" and "be used to". The difference between those is that the first means that something was true in the past but not now. The second means to be familiar with something. Finally, the last one means getting familiar with something. After that, we visited this page and we played the song “Somebody That I Used to Know” by Gotye & Kimbra, to put into
practice the grammar we had just learned.
Afterwards, we did the activity “Are you prepared to persevere?” on page number 15 of our student’s book. Supplementing this activity, we talked about our own way of learning English.
Tuesday 18th March. Today the English class wasn’t a normal class. Today was… the first expositions! First of all, we started by reading the last week’s sessions in My TESOL’s Diary. After this, we did a fast activity about prepositions. Our teacher provided us a web page (Espresso English) in order to improve our English. We did a preposition multiple choice exercise with 20 sentences and we had have to choose the correct preposition that was missed. All the class participated and we made 17 correct of 20! The time for the expositions had come. Most groups were divided into pairs. The theme of the presentations was "My hometown". There were 9 groups in total. We talked about Santa Eulalia, Sant Josep, Ibiza, St. Agnes, Sant Antoni, Sant Rafel ... we've even talked about Valencia! The expositions were very different, creative and natural. Moreover, each of us had to evaluate the rest of the groups paying attention to their pronuntiation, vocabulary, grammar, if
they look to the audience, and so on. Finally, the teacher wrote some words on the blackboard in order we put attention on their pronunciation.
Thursday 20th March. First of all, we started the lesson by doing some phonetics with the words should, shouldn’t and ought to. /ʃʊd/ → Should /ˈʃʊd·әnt/ → shouldn’t /’
:tә/ → ought to
After that, the teacher showed us a video whitch explain how to use the expressions should, ought and had better:“should, ought to and had better”. FORM: subject+ should/Ought to/had better+base verb. Ex→ He should call his mother. He ought to call his mother. He had better call his mother. (There is aconsequence after that, it’s stronger).
QUESTIONS: Use SHOULD!! “Should we go shopping?” Answers: “Yes, we should.” “No, we should not”.
After this, We learned some vocabulary about Warm Bodies film about zombies. We learned: Stand up straight, posture, connect with people, be hard on yourself, hoodie, janitor, a corporate ceo, a corpse, piece together, shuffle around, bump into and apologize. Then, we watched a sequence “Warm Bodies”. Warm bodies is a different film about zombies, because the
zombie is the protagonist. He isn’t a corpse who only eats humans. He feels, he wants to change his life, he want things, he loves other humans, etc. It’s an interesting film about zombies. I recommend you to watch the movie. In addition, you have here some new words we learned: Figure out -> to calculate or reckon/to understand Draw attention ->to attract the attention Approach ->a particular way of thinking about or dealing with something Wonder-> to think about something because you want to know more facts or details about it In charge of something -> to have responsibility for [sth] Finally, we did some Modal Verbs activities so as to practice the way of giving advice. We had to write 10 things we should do to make your life better.
● WORKSHEET ABOUT GIVING ADVICE ● This is the sequence we watched in class about Warm Bodies ● BE HARD ON YOURSELF (READING) You ought to look up some words in the dictionary and send a minimum of 5 tweets using them in context with our hashtag #Gepeivissa2
Tuesday 25th March. At first, we started the class with a phonetic exercises about medicine and health. This are the phonetic symbols and the words that correspond to them.
/kɒf/ cough /sɔː’θrәʊt/ sore throat /ˈbændɪdʒ/ bandage /ˈsʌnb3ːn/ sunburn /ˈtɪʃuːz/ tissues /ˈhɛdeɪk/ headache Furthermore, then we continued in the studentbook at page 25. In pairs, we did the first exercise about the same topic. For example: earache, plaster, tablets or pills, ointment… Finally, we continued with the exercise 3 on page 22. In this activity there were some sentences spoken by stewards and passangers on a flight trip. In pairs, we had say if they were polite, rude/impolite or not appropriate. When everyone had finished, we correct it together. Be happy Thursday, 27th March. We started the class with a joke from the Student’s Book. First of all, we watched it in pairs and then we tried to guess what was happening in every picture.
Once we finished, we listened to the audio about the joke and we discussed about it and its vocabulary. After that, we learnt some grammar: should/shouldn’t have + past participle. And we did some examples like: “They should have waited a bit more” or “He shouldn’t have parked”. To practise it, we did exercise 4 of the workbook (page 11).
We also explained a lot of vocabulary. For example: book (make a reservation), row (argument), fed up (quite angry), turn down (refuse), threaten (give an ultimatum), etc. Finally, we did the exercice 1 of the student's book (page 25). We had to order some words to make questions. Doing that exercise, we learn some useful expressions to ask something. For example: What's the best way of...? Later, we had to use them in exercise 5 of the workbook (page 13). Tuesday 1st April, we started the class with a phonetic activity. This helped us to understand the vocabulary of the activity we did later. That consisted in summarising three pieces of a story. Then, we completed that activity doing the page number 26 of the Student’s Book. Reading the text “Words fail me” we searched some grammar forms that contained “although”, “even though” and “though”. While we were doing that we learned some words, like: helpless, squatting toilets or well-travelled. Finally, the teacher explained us how to use “although”, “even though” and “though” with a Power Point presentation. As we can see at the presentation, we also learned how to use “despite” and “in spite of”. Thursday, 3th April, we started the class with a phonetic activity. With these words we learned, a part from spanding our vocabulary, we started a new topic. Some of the words we learned are the following: pheromone, mugged, diarrhoea, doubt definitely, hangover, rip-off, broad, overbooked, etc.
In groups we also had to define some English words and expressions to express a bad travel experience. The definition had to be in our own words. For example: bug spray, bitten up, hungover, agree with me, and so on. Then, we passed to study how to show possibility and probability. We took a look at page 154 from the Students’ book, but as it was a bit incomplete, our teacher showed us some videos which explain really good the different ways to express possibility or probability. To finish with this part, our teacher gave us a photocopy which we had to complete with the different ways to express possibility (from 100% to 0%). To refresh all we did in class, our teacher advised us to do some homework: from the Students’ book → pag 27 and 154; from the Work book → pag. 13 and 14. On the 8th of April We started the lesson by learning some constructions like the passive voice or the causative sentences. We use these constructions when somebody else does the action for us. For example: "She had her hair cut". “ I had my house painted” After that, the teacher asked us some questions about hotels and we answered them speaking in pairs. Worksheet of the movie segment My Life in Ruins
In addition we also did the following activity grammar: 1. The elevator needs reparing. The hotel needs to get it fixed (get/fix).
2. The shower doesn’t work properly. The managers will have it repaired (have/repair). 3. The toilet broke. Plumbers will get it replaced (get/replace). 4. The TV stopped working. The hotel will have the TV sent to the electrician (have/sent). 5. The telephone is out of order. They will get it reconnected as soon as possible (get/reconnect). This structure have + object + past participle is used to talk about arranging for other people to do things for us and has the same sort of meaning as a passive sentence. Compare the following:
❏ We had this piece of furniture made specially so that it fits into the corner. It was made by John Lawrence, the antique furniture restorer. ❏ Why did you take your car to the garage? ~ To have it serviced. ~ When my car needs to be serviced, I just hand it over to Michael.
Note that in informal English, we sometimes talk about getting things done, rather than having them done: ❏ I must get my watch repaired. It's so inconvenient being without one. ❏ When are you going to get your hair cut? ~ I'm not going to get it cut. I'm going to let it grow. In this link "QUIZES" , you can find the exercices that we have done in class about Have/get something done.
●QUIZES Moreover, we learnt a lot of vocabulary in the segment My Life in Ruins: Three at a time To fit into something To make out with someone Joke=prank=trick Elevator=lift Flapjack=pancake Pee=urinate Birthplace (the place where someone was born or where something originated) Nap (to sleep for a short while; doze) Fleabag=rundown hotel To be up to one’s ears in work=to have more work than you can manage. Bellman Homework: ● Write (80 words max) Imagine that you are organising a big end of degree party. What do you need to get done / have done?
● Do a dialogue Imagine you are in holidays (you are a tourist) and you want to ask at the recepcionist the best places to visit it. Y ou can use these expressions: It’s worth-ing… I’d (really) recommend… You should go and see… The (..) is well worth a visit.
Thursday 10th April, we started the class with a quiz about probability and possibility. Then we continued with a funny game. The teacher put a sound to feel the gist of a video. We had to intuit and guess, what situation seemed to us that could be. After that, in pairs, some turned around and the others viewed the video. To finish the activity, the first group had to ask questions to guess what really happened in the video. And the second group could only say yes or no.
/ ɪt ʃ / / skr æt ʃ/ / r ɪˈpɛl әnt /
Function-based vocabulary notebook SB. p.p 30 act 1-3 A phrasebook page: As you are writing co-operatively, I’d highly recommend you used the model “On board a plane”
● Section 1: Phrases you may need to say ● Section 2: Phrases you may hear ● Section 3: Useful vocabulary
R: Newsmart Kayzena i n Googl e dr i v e Here it is the materials of the lesson Diana and I delivered on the 15th/04 1.
I don’t know. I haven’t a clue
2.
I regret leaving the company. I wish I hadn’t left the c…
3.
You should go and see the castle. The castle’s worth visiting
4.
You were very brave. That was very brave of you.
5.
I decided to have a go.
I decided to give it a try. 6.
That’s a bit rude. That doesn’t sound right/ polite.
7.
I made good progress. I got better at it.
8.
I lose motivation easily. I get discouraged easily.
/ ˌɔːl t әˈɡɛðә/ / ˈkwɒr әl / / hʌɡ/ / kl æʃ vs kl ɑːs / / sɛnt /
SP:
How did you feel the first time you kissed?
A. to speak in support of a person or an idea B. to have an angry argument with someone C. try to be better than someone else D.have a good relationship with someone E. put your arms round someone affectionately
F. support and protect someone G. disagree strongly with someone
1. get 2. stick 3. compete 4. clash 5. relate 6. quarrel 7. hug
on with so D up for so/sth A with each other C with one another B to one another F with each other G each other E
● Listening Please, bear in mind that the listening starts at 23’20”
chatting up an approach match making website global dating market It’s worth 2 Billion scent give off to have a nose around sweaty smelly stench stink a pheromone party held at… days in a row
On 29th April, we have started the English lesson with FANCY, which is a form that means “offer, feel like”. Fancy goes with the verb in the ing form, for example: Do you fancy having a drink? (Do you want to have a drink?), I don’t fancy doing that (I don’t want to do that). Later, we learnt some phonetics: ● /ˈpɒrɪdʒ/ Porridge ● /ˈәʊtˌmiːl/ Oatmeal ● /ˈsɒsɪdʒ/ Sausage ● /ˈjɒɡәt/ Yogurt ● /jәʊk/ Yolk ● /hʌsk/ Husk After checking the phonetics and learning the meaning of the new vocabulary, we have seen a segment of The Island, a film that I highly recommend to those who haven't seen it. In the video we can listen to all the words that we have learnt in class, and other words as "Bran", "Over easy eggs", Powdered sugar", "To soften somebody up", etc.
The Island Modals: Obligation and prohibition Then, we practised Modal verbs. We started watching a video where modal verbs are very well explained, and where is explained the moment when we have to use them. It lasts 11 minutes but it’s worth seeing it.
GR: Watch and listen Finally, the last 10 minutes of the class we practised modal verbs just by filling an exercise about the video of the film. We had to fill it
with: can, can’t, have to, has to, don’t have to, doesn’t have to and (be) allowed to. Worksheet: The Island 1.Those peopl e ar e al l owed t o wal k ar ound t he bui l di ng. 2.They ar e not al l owed t o/ can’ t l eave t he bui l di ng. 3.They have t o wear i dent i f i cat i on br acel et s. 4.They have t o wear br i ght col or ed sui t s. 5.They have t o wor k out t oget her . 6.They can swi m i n t he pool . 7.They have t o wear swi msui t s. 8.Moni t or s have t o wear bl ack cl ot hes. 9.They can sunbat he i n t anni ng boot hs. 10. They have t o wai t i n l i nes t o have br eakf ast i n t he caf et er i a. 11. They don’ t have t o t o wr i t e t hei r names bef or e ent er i ng t he caf et er i a. 12. Li ncol n Si x Echo can’ t / not al l owed t o eat bacon. 13. Li ncol n Si x Echo doesn’ t have t o pay f or hi s f ood. 14. Jor dan Two Del t a can’ t / i s not al l owed st ay t oo cl ose t o Li ncol n Si x Echo. 15. They have t o have cl asses at t he same t i me. 16. The st udent s have t o r ead books out l oud t oget her .
On 6th May, we started the class explaining how to do the exposition project, which is about a didactic unit. Then, we did a revision activity and some grammar structures: Obligation, necessity and prohibition. NEED + INFINITIVE = SHOULD + INFINITIVE Those st r uct ur es ar en’ t si mi l ar at al l , t he f i r st one ( need + i nf i ni t i ve) i t ’ s a hi gher obl i gat i on. NEED + VBING > PASSIVE MEANING Those st r uct ur es ar en’ t obl i gat i ons.
After that, we discuss about “reciprocity”, reciprocical pronouns:
Each other / One another a. y our sel f b. ot her c..t hemsel vesd. anot her d..her s el f e..your sel ves f..hi msel f g..i t sel f h..anot her 1. They l ooked i n t he mi r r or and l aughed at c. 2 Lucy pai nt ed i t d. 3 The st udent s don' t r eal l y get on wel l wi t h one d. 4 The door seemed t o open al l by g. 5 You can do your homewor k a. 6 The t wi ns al ways st i ck up f or each b. 7 He dr ove t o t he ai r por t f . 8 You and Jani ce can f i ni sh t he exer ci se e. To conclude the class, we talked about the For and against argument, a composition that we have to do for next week. We also have to make a tests about this reading: Voi ce comment s.
On 8th May: Asa l l t hed ay, wes t ar t edt heE ngl i shc l assw i t ha ne xer ci ceo f phonet i cs . The phonet i cs we pr ac t i ced ar e as f ol l ows.
/ˈiːɡәʊ/ ego /ˈθɔːtlәs/ thoughtless
/leɪd bæk/ laidback /aʊtˈspәʊkәn/
outspoken
/ˈtʃɪәfl/ cheerful /veɪn/ vain /ˈtʃæti/ chatty /ˈmuːdi/ moody /ɪkˈsentrɪk/ eccentric /æmˈbɪʃәs/ ambitious /sәˈpɔːtɪv/ supportive Af t er t hat , wi t ht hed ef i ni t i onsb el ow, weh adt ol i nkt hew or dw i t ht hed ef i ni t i on. Ther ebyw e pr act i ce new vocabul ar y . A) sayi ng exact l y what y ou t hi nk, even i f t hi s shocks or of f ends peopl e: (outspoken) B) not car i ng about t he possi bl e ef f ect s of your wor ds or act i ons on ot her peopl e: (Thoughtless) C) t oo pr oud of your own appear ance, abi l i t i es or achi evement s: (Vain)
D) happy, and showing it by the way that you behave: (Cheerful). E) t al ki ng a l ot i n a f r i endl y way: (Chatty) F) gi vi ng hel p, encour agement or sympat hy t o somebody: (Supportive) G) consi der ed by ot her peopl e t o be st r ange or unusual : (Eccentric) H) det er mi ned t o be suc cessf ul , r i ch, power f ul , et c: (Ambitius)
I ) your sense of your own val ue and i mpor t ance: (Ego) After finishing with the vocabulary, we continued with an interesting exercice to improve our natural English. The exercice was linking ideas (pag. 21 WB). This exercice consists on a combination of two sentences in only one, using a non-finite clause. Here there’s an example: Gabriella is a very experienced teacher. She is excited about taking on the position of headmistress. Linked sentence: Being a very experienced teacher (non-finite clause), Gabriella is excited about taking on the position of headmistress. This is a really natural English and very common in English people’s conversations. To work the Sequencing information, we made it through a web page. Here you have an example: Prior ........ becoming a journalist, Paul was at university. a) to b) before c) of To talk about an action, these can be carried out in different moments (time before, time after and same time). Words or phrases expressing time before are prior to, sortly before, long before, etc. Moreover, the phrases that express time after are: soon after, since, etc. Finally, the words that express same time are while and when.
Personality types On the 13th of may we started the lesson by remembering some phrases with the same meaning:
1. Do you want to go out? Do you fancy going out? 2. We must provide accomodation We’ve got to provide accommodation 3. That seems sensible That make sense 4. He was a teacher before he came here Prior to coming here_ he was a teacher After that, we did an exercice about agreeing with and challenging opinions. We ended the unit number 3 and we started with the unit number 4. In adition, we lerned some expressions like “sitting on the fence”, whitch means to be in a neutral position. Also, we talked about the mobil phones. The teacher asked us a question: “¿Do you love them or hate them?” Besides, we learned some vocabulay and pronuntation which connect with the issue:
/ˌselfˈɪmɪdʒ/ selfimage /kәmˈpænjәnʃɪp/ companionship /әˈweɪkәn/ awaken /ˌædjʊˈleɪʃәn/ adulation /kreɪv/ crave /ˈɡlɪsәn/ glisten /steәr/ stare /ˈhɒpskɒtʃ/ hopscoth /ˌstreɪtˈfɔːwәd/ straightforward
/mjuːz/ mews Finally, we saw two videos “Look Up” and “alone” which teached us a great lesson about connect with people without using tecnology. On the 15th of may, we started the english class with phonetic transcription. The words were about the film "City of Ember". /ɛndʒɪˈnɪә/ Engineer /әˈsaɪnmәnt/ Assignment`` /feɪt/ Fate /ˈblækaʊt/ Blackout /mænˈkaɪnd/ Mankind /ˈtaɪmˌkiːpәʳ/ Timekeeper /ˈsɒr.әʊ/ Sorrow /ˈwɛәhaʊz/ Warehouse /ˈkrʌmbl/ Crumble Afterwards, in pairs, we made the exercise of "making and responding requests" on the page 27 in the workbook.The requests had the following structure:
A) Do you think you could _______… B) I was wondering if you could ____________ … C) Is there any chance you could ________ …. For example: I was wondering if you could proofread this report that I’ve written?
LISTENING sold out miss + (means of transport) pretty ordinary stove
look forward to to be stuck on (means of transport) rail crash You can’t miss it. ● The future simple is formed with WILL + INFINITIVE ● How do you think the future continuous is formed? Pick out three examples in 4.3 / 4.4. ● Find phrases which mean: Conversation 1. 1. What’s the matter? What’s up? 2. I decided to phone you. I decided I’d give you a ring 3. Wait a second. hang on a minute 4. on you return journey on your way back Conversation 2. 1. I’m going to get a pen I’ll just grab a pen 2. It’s very near here. It’s just round the corner 3. It’s easy to find. you can’t miss it 4. It’s no problem. relax don’t you worry
Fut ur e Si mpl e vs Cont i nuous vs Per f ect cont i nuous pass somet hi ng on t uck somet hi ng away Bui l di ng r epai r assi st ant Gr eenhouse hel per El ect r i ci an’ s assi st ant pot at o peel er pi pewor ks l abour er war ehouse cl er k mol d s cr aper
City of Ember (film) On 20th May, we started the lesson with some activities to remind what we had learnt some days before. These activities are examples of activities for the exam. The first activity consisted in write sentences using an especific word, whose meaning had to be explained in the same sentence. ● Eccentric → His strange ideas make him eccentric. Another activity was correcting errors of some different sentences. ● We are five in our family. → There are five in our family. The last activity consisted in complete a text with the correct form of the future according to the context. Later, we learnt some expressions for answer to How often do you…? For example: whenever I can, about twice a week, roughly once a fortnight, now and again, once in a while, hardly ever, every month or so, once in a blue moon, it varies
1. /әˈsemb(ә)l/ 2. /ˈhaʊlә(r)/ 3. /ɪnˈdʒɔɪmәnt/ 4. /ˌeksɪˈkjuːʃ(ә)nә(r)/ 5. /ˌɪl ˈfeɪtɪd/ be doomed 6. /ˈrɪs(t)ˌwɒtʃ/ 7. /ɪˈmjuːn/ 8. /ˈrʌfli/ 9. /ˈfɔː(r)tnaɪt/ 10. /ˈveәri:z/
Spelling game How often do you…? Whenever I can.About twice a week Roughly once a fortnight Now and again Once in a while Hardly ever Every month or so Once in a blue moon It varies L Cinemagoing habits (4.2)
HOW OFTEN DO THEY GO?
WHAT’S UNUSUAL ABOUT THEIR CINEMA HABITS?
1. Juliet
2. Julia
3. Michael
4. Eric
1. /ˈdaʊnt3ːn/ 2./hɪtʃ/ 3. /ˈʃɔːtkʌmɪŋz/ 4. /ɪnˈsɛntɪv/ 5. /ˈstɪmjʊlaɪ/ 6. /ɪnˈfjʊәrɪeɪtɪŋ/ 7. /sәˈpraɪzɪŋ/ 8. /әˈstɒnɪʃɪŋ/ 9. /pɪˈkjuːlɪәʳ/ 10. /ˈhaɪfәn/
Interactive phonemic chart
Nouns in Groups (SB p.158 SB. p. 48 / WB. p.23)
G The Future: simple, perfect and continous L Grown up and living at home 1. According to the UK’s office for national statistics, in 2013 what percentage of 20 to 30 year-olds were living at home with their parents? 26% 2. In some countries, residing with your parents is not that unusual. What are the reasons stated by the speaker for some youngters to stay at the hotel of mum and dad until they get hitched? too expensive to buy a house or rent it. it’s difficult to get into the property ladder. 3. Leaving home comes at a price, what is the price that has to be paid? accommodation, food to buy, bills to pay 4. What are the biggest shortcomings that Luke finds living at home with his mum? It limits him socially and professionally
5. What are the stimuli of home living, according to Alberto Barragan? living for free
6. According to the speaker, why is Spain one of the countries with the highest rate of young people living with their parents? Because unemployment amongst young people is high 7. Is the type of parents you have important when living at home? It may influence your decision.
Learner’s autonomy LISTENING http://www.listenlive.eu/uk.html www.lyricstraining.com www.bbc.co.uk/podcasts/worldservice http://learningenglish.voanews.com/podcast/0.html http://booksshouldbefree.com http://www.elllo.org/
GRAMMAR http://a4esl.org/ http://www.bbc.co.uk/worldservice/learningenglish/language/ http://www.englischhilfen.de/en/exercises_list/alle_grammar.htm http://www.grammarquizzes.com/index.html
On 22th May, we started the English class with some phonetic exercises. 1. /ˈdaʊnt3ːn/ downturn 2. /hɪtʃ/ hitch 3. /ˈʃɔːtkʌmɪŋz/ shortcomings 4. /ɪnˈsɛntɪv/ incentive 5. /ˈstɪmjʊlaɪ/ stimuli 6. /ɪnˈfjʊәrɪeɪtɪŋ/ infuriating
7. /sәˈpraɪzɪŋ/ surprising 8. /әˈstɒnɪʃɪŋ/ astonishing 9. /pɪˈkjuːlɪәʳ/ peculiar 10. /ˈhaɪfәn/ hyphen Then, we studied grammar, in particular the future perfect and “nouns in groups”. After that, we have done a listening about “Grown up and living at home” and we have answered some questions about them. To end the class, the teacher has taught us a number of web pages to practice grammar for the exam. Besides others web pages to practice listening. 27/05/2014 The class started with some phonemics, which always help us to introduce the theme of the class. Here you have the ones we did in this class:
/bɪˈfrend/ Bef r i end → t o become f r i end /ˈfiːtʃәʳ/ Feat ur e → car act er i st i cs /kәnˈdɪʃәnd/ Condi t i oned /dɪˈtɪәrɪәˌreɪt/ Det er i or at e → becomes wor st / buːst / Boost → t o enc our age, i mpr ove / ɪˈf ɪʃәnsɪ/ Ef f i cency / pәˈmɪt i d/ Per mi t t ed / r ɪˈdj uːs / Reduce / pr әˈhɪbɪt / Pr ohi bi t → not al l owed
/ ˈsɛnsә/ Censor / ˈr ɛɡj ʊˌl eɪt / Regul at e / ˈpr ɒf ɪt / Pr of i t → ear ni ngs / ˈf ɔːwәd sl æʃ/ For war d sl ash ( / ) / ˈr ɪŋkәl d/ Wr i nkl ed → deep l i nes i n your body ( ol d)
We emphasized the words ending in ture, which are pronounced /tʃәʳ/ After having introduced these words, we saw the vocabulary we need if we have to tell someone our email address or web page link. Web vocabulary: Dot: . Forward slash: / Hyphen = dash: At: @ Capital letters: ABC Lower cases: abc Underscore: _ To practice this vocabulary, we spelled these links. http://estudis.uib.cat/grau/primaria/GEP2E/ http://dfemc.uib.cat/ Then, in couples, we spelled our email address. For this, we rely on page 51 from the Students’ book.
Create your own VOKI
SPK Make requests and respond with a partner (SB p. 53, act 3)
The class were looking at two images of the same man. A photo of an aged, shebby, bearded and tired man. It seemed unseembly. (photo) After, we saw another picture of the same man but with a different look. A man with good looking, shaven and a hair cut. (Raimindo) Once we saw the photos and draw our own conclusions, the film showed us the real story. This poor man was living in the street, with no money and no food. He loved writing, specially poems. Raimundo gave everyone who came to give him food a poem. One girl decided to create a facebook page with Raimundo’s poems. Thanks to this page, Raimundo’s family was able to find him. His brother took him to his house with the rest of the family. Now, Raimundo is a happy man and he is waiting for his book being published. 29/05/2014 We started the class with some collocations such as raise taxes or boost morale, for example. After this, we did an exercise in the workbook, Words of similar meaning. With this activity, we learned a lot of vocabulary: Control, improve, grow, prohibit, deteriorate, limit, cut, examine, increase, raise, regulate, boost, lack, etc.
Moreover, we continued the class with some phonetic exercises.
Interactive phonemic chart 1. /ˌʌnәkˈsɛpt әbәl / UNACCEPTABLE 2. / ˈmɛsɪdʒ/ MESSAGE 3./ r ɪˈɡɑːd/ REGARD 4./ ˌkɒnf ɪˈdɛnʃәl / CONFI DENTI AL 5. / ˈbr ækɪt / BRACKET 6. / ɪˈt æl ɪks/ ITALICS 7. / ˈpær әˌɡr æf / PARAGRAPH
8. / ɪnt әˈmi ːdɪɪt / I NTERMEDI ATE / ˌɪnt әˈmi ːdɪˌeɪt / 9. / әˈpr әʊpr ɪɪt / APPROPRI ATE / әˈpr әʊpr ɪ, eɪt /
10. 11. 12. 13. 14. 15.
/ sәˈdʒɛst / SUGGEST / ˌɛnt әˈt eɪnmәnt / ENTERTAI NMENT / kәˈmɪt ɪd/ COMMI TTED / ɪkˈspɛndɪt ʃә/ EXPENDI TURE / ˈpækɪdʒd/ PACKAGED / r i ːˈf ɜːbɪʃd/ REFURBI SHED = REBUI LT
To conclude, we learned how to use the verb Suggest. Some examples:
1. I suggest that she participate in the oral exam. 2. I suggest doing a lot of grammar revision on your own. 3. I’ve suggested some good applications to learn English, such as http://www.hemingwayapp.com/,
http://lyricstraining.com/,
http://www.bbc.co.uk/podcasts/series/globalnews
and
http://www.getnewsmart.com/articles The verb suggest (to mention or recommend something to think about or something someone should do) is an unusual English verb. It is not used in a sentence the same way that other verbs are. For example, these sentences are NOT correct: ● The company suggested us to take an extra day off. ● I hope you suggest us a good hotel.
This is the most common way that English learners try to use the verb, but it is incorrect. Why are these sentences incorrect? Suggest is never followed by an object pronoun (me, us, you, etc.), and it is never followed by an infinitive. Here are 3 ways that you CAN use the verb suggest:
1. Suggest that someone do something Suggest is most commonly followed by a that-clause in which the subjunctive is used:
subject + suggest + (that*) + subject + subjunctive
Don’t let the word ‘subjunctive’ scare you! This is not a verb tense that you need to memorize. It is not used very often. All you need to remember is that the subjunctive is the same as the base form of the verb.
[*In this that-clause, 'that' can be left out of the sentence] ● The company suggested us to take an extra day off. ● The company suggested (that) SHE take an extra day off.
More example sentences: ● She suggests (that) we go out for dinner after the movie. ● My parents suggested (that) SHE get a job after school. ● Her brother suggests (that) she study harder so she can get into a good university.
IMPORTANT! In the subjunctive tense, the verb DOES NOT change depending on the subject. The subjunctive is just the base form of the verb. Negative: The teacher suggested (that) we not waste time playing video games after school.
2. Suggest doing something suggest + gerund
Ani nf i ni t i v ei snever useda f t er suggest. I fyouu seav er ba f t er suggest , t hev er bmu st be i n t he ger und f or m. The meani ng of t he sent ence i s t he same as usi ng t he subj unct i ve. 1. The company suggested us to take an extra day off. 2. The company suggested taking an extra day off. 3. Her brother suggests studying harder so she can get into a good university. 4. Her brother suggests to study harder so she can get into a good university. 5. My trainer suggests eating less and exercising more. 6. My trainer suggests to eat less and to exercise more.
7. Her family suggested waiting a few years before she gets married.
8. Her family suggested to wait a few years before she gets married.
3. Suggest something This is the form to use when you are talking directly TO someone! However, you do not need to say who you are talking to. Let’s rewrite this sentence. You want someone to tell you about a good hotel: ● X: I hope you suggest us a good hotel. ● I hope you can suggest a good hotel (to me).
More example sentences ● Can you suggest some interesting apps? ● No politician has suggested a way to improve the economy. ● Suggest an idea for a blog post! ● He suggested several different things to do after dinner.
REMEMBER: 1. Suggest that someone do something 2. Suggest doing something 3. Suggest something
R The Language of Editing (SB. p.52) Ther e s houl d be an apost r ophe her e Wr ong t ense. I t shoul d be present simple. You don’ t need a hyphen/ dash her e ( post of f i ce) Ther e’ s a quest i on mar k mi ssi ng. 3rd of June Complete the sentences. The meaning must stay the same:
● Do you think you could possibly help me? I was…. ● I don’t know, it’s hard to say. I don’t know, it’s a…… ● I go there now and again. I go there once…. ● He lacks experience. He…. Correct the errors: ● I’ll be phoning you when I’ll get in. ● Don’t come too early or I’ll still work. ● The father of Sophia dies at the film’s end. ● I’ll be married by a year’s time. The language of editing: WB. p. 27
Noun Phrases (SB, p. 48, act. 1, 2) WHY ARE PHONETICS IMPORTANT WHEN LEARNING ENGLISH?
/ ˈkr uːʃl /
/ dʒʌdʒ/ / r ɪˈsɔːs/ / ‘ l aɪf st aɪl / / ɪnˈɡeɪdʒ/ / ˈst r eŋθn/ / ˈeksәs aɪz/ / eәˈr әʊbɪk/ / ˈædʌl t / / әˈdʌl t / / ˈst r ʌɡәl / / ˈɡr æt ɪˌt j uːd/ / ˈɒnәd/ / ˈl eɪbәl / / ˈneɪt ʃә/
L Medi um Level Di ct at i on Exercise SPK Discuss
● How will we be living in the future? ● Practise the Future Continuous ● Look at the presentation and discuss the pictures. Practising Languages by reading, watching and listening to music. GRATEFUL
What are you grateful for?