B1 3B MEN, WOMEN AND CHILDREN

A fixed idea or image that many people have of a particular type of person or thing, which is often not true in reality. 

What word is being defined? 

"In heaven, all the policemen are British, all of the lovers are Italian, all of the chefs are French, all of the cars are German, and the whole thing is run by the Swiss.

In hell, all of the policemen are German, all of the lovers are Swiss, all of the chefs are British, all of the cars are French, and the whole thing is run by the Italians."

— Traditional Joke

     

 

https://quizizz_articles

B1.1 That´s English. Unit 7. Leisure. Question formation

WARM-UP: Game. Guess what´s their hobby.

Hobbies conversation questions

1.     What hobbies do you have? Why have you chosen these hobbies?

2.     What hobbies did you have as a child?

3.     Do you think people should have hobbies? Why?

4.     Have you ever heard of any weird hobbies? Give examples.

5.     Is it easier to have hobbies in the summer than in winter? Explain.

6.     Can extreme sports be a hobby? Would you ever take up an extreme sport?

7.     What would be a boring hobby to you? What about an exciting hobby?

8.      Do you think hobbies 100 years ago were different from today’s hobbies? What hobbies did people have back then?

👂Listening: Favourite things

👀 B1_reading_free_time

______________________________________________________________

GRAMMAR: SUBJECT OR OBJECT QUESTIONS

👉EXPLANATION

PRACTICE 👇

http://www.tinyteflteacher.co.uk/learning-english/grammar/subject-object-questions.html
http://www.tinyteflteacher.co.uk/learning-english/grammar/exercises/subject-object-questions.html

👉HOMEWORK: WRITING FOR NEXT WEEK.

PAGE 88, EX 7. 

EL 19 Y 21 DE DICIEMBRE NO HABRÁ CLASE.

B1 That´s English. Unit 8 & B2.1 MODAL VERBS

RULES: Obligation, permission and possibility 

👉ONLINE PRACTICE (Send it to me when you do it)

C1 Skimming and scanning: techniques for reading

Video quiz: Skimming and scanning a test 

B1 Comparatives

👂LISTENING: TRANSPORT

 

PRACTICE

https://wordwall.net/es/resource/26147367/idioma-en-ingl%c3%a9s/comparative-and-superlative-adjectives

https://wordwall.net/es/resource/11457894/pri4-comparative-and-superlative-adjectives

https://wordwall.net/es/resource/32046589/comparative-and-superlative-adjectives

C1 CRITERIA TO PRODUCE A GOOD PIECE OF WRITING

 

WRITTEN PRODUCTION:

1- APPROPRIACY → Let’s show we understand the task! 

• The contents of the task have been answered
• The contents are relevant
• The instructions have been followed
• The message is communicated precisely and effectively
• The format and register are appropriate for the target reader
• The production causes the desired effect
• Right length
• Neat handwriting and good presentation

2- ORGANIZATION → Let’s show how well we think and write! 

• The ideas and information are well organised with effective cohesion mechanisms (linkers, internal grammatical cohesion, clear organization of the message)
• Use of correct punctuation
• Good internal coherence
• The piece of writing is easy to follow with no need to interpret the content
• Unambiguous message

3- RANGE OF VOCABULARY AND STRUCTURES → Let’s show off how well we know the language! 

• Variety in both the range of vocabulary and grammatical structures
• Precision in the language used
• Repetition of lexical items avoided by using synonyms
• Variation and extensive use of the grammar of the level
  

 

4- ACCURACY → Let’s show we control the language! 

• Anything to do with the correct use of the English language: correct syntax, word order, morphology, verb tenses, noun phrases, inversions, active and passive forms, compound sentences, relative clauses, reported speech, verb patterns, modal verbs, spelling… You name it!

B1 That´s English Unit 6 BOOKS

Warm-up: Brainbox. Once upon a time

 Page 59. ex 6.

💬Think about your reading habits. How do you decide which book to read? Do you read reviews or take advice from your friends? Does the front cover image or back cover synopsis influence your decision?

💬Talking about books: Islcollective. Vocabulary and conversation questions. 

1. What´s your favourite genre? Classify them in your order of preference. Discuss in pairs your favourite and your least favourite genres.

💬2 Talking about favourite books. Following a sample (The Lord of the Flies, Anne of Green Gables),  talk about your favourite book. Don´t say the title, your group will try to guess which book you´re talking about.

👉ORAL  interlinguistic MEDIATION EXERCISE. 

(iN PAIRS. Student A 1-5, student B 6-10)

👂EXTRA Listening

________________________________________________________________________

GRAMMAR: RELATIVE CLAUSES

💬 1. NEF 10A COMMUNICATIVE . Relative clauses quiz

2. Teach this. What´s the word? Define a word using a relative clause.

E.g. It´s a place where people read books

1. It´s a person who...
2. It´s a thing which...
3. It´s a place where...

______________________________________________________

Describing feelings and opinions 

C1 The chaos of English pronunciation

Do not follow his final piece of advice, follow mines!!

                                                                

Oral mediation activity C1

  


CONTEXT: Your friend is studying at our school. He knows you are a good foreign language student and asks you for some help with his studies. Your English teacher gave you this article and you decided to explain it to him, as you have followed most of the tips provided.

TASK: Read the article and provide him with all the info, using your personal experience. 5 minutes to prepare, 3 minutes to mediate.

Ten habits of successful students


TO BE ASSESSED: Task completion:
Identification and selection of the information
Clarity and efficiency of the message;
Adaptation of the message: intelligibility and register

EXAM PRACTICE CLM J 2018

C1 The language of texting

Listening:

 Does texting mean the death of good writing skills? John McWhorter posits that there’s much more to texting -- linguistically, culturally -- than it seems, and it’s all good news.

This talk was presented at an official TED conference, and was featured by our editors on the home page.

https://www.ted.com/talks/john_mcwhorter_txtng_is_killing_language_jk

B1. 2B Changing lives

1. 💬 
2. HOW LONG/ BE A TEACHER?
3. HOW LONG/ WORK AT THIS SCHOOL?
4. HOW LONG/LIVE IN THIS TOWN?
5. HOW LONG/KNOWN YOUR BEST FRIEND?

FOR- period of time e.g 2 months, 3 years, a long time, ages

SINCE- a point in time. e.g. October, I was born, last summer, I was a child, etc.

Grammar/b1-b2-grammar/present-perfect-simple-continuous

👉https://test-english.com/grammar-points/b1/present-perfect-simple-present-perfect-continuous/

https://www.liveworksheets.com/es/w/en/english-second-language-esl/56146

• https://wordwall.net/es/resource/11669023/present-perfect-simple-vs-present-perfect-continuous
• https://wordwall.net/es/resource/18139710/how-long
• 👉https://www.liveworksheets.com/w/en/english-second-language-esl/1402899 (send it to my email)

💬https://www.teachingenglish.org.uk/teaching-resources/teaching-secondary/lesson-plans/intermediate-b1/charities

_______________________________________________________________________________

Gradable adjectives

Most adjectives are gradable. This means we can have different levels of that quality. For example, you can be a bit cold, very cold or extremely cold. We can make them weaker or stronger with modifiers:

She was quite angry when she found out.
The film we saw last night was really funny!
It can be extremely cold in Russia in the winter.

 

Non-gradable: extreme adjectives

Adjectives like amazing, awful and boiling are also non-gradable. They already contain the idea of 'very' in their definitions. If we want to make extreme adjectives stronger, we have to use absolutely or really:

Did you see the final match? It was absolutely amazing!
After 32 hours of travelling, they were absolutely exhausted.
My trip home was really awful. First, the traffic was really bad, then the car broke down and we had to walk home in the rain.

Here is a list of some common extreme adjectives and some modifiers that we can use with them.

Modifiers	absolutely/really
Adjectives	amazing, ancient, awful, boiling, delicious, enormous, excellent, exhausted, fascinating, freezing, gorgeous, terrible, terrifying, tiny, etc.

 

https://wordwall.net/es/resource/3223304/extreme-adjectives

https://wordwall.net/es/resource/5428281/extreme-adjectives

B1.1 That´s English Unit 5 Travelling

 Listening and vocabulary about holidays.

👂Listening extra https://www.liveworksheets.com/w/en/efl-esl/1193918

C1. Language

Why are you learning English?

What do you think these quotations refer to? Do you agree with them?

💬 Discussion Questions

1. Do you think a non-native speaker can speak the language like a native?
2. What do you find most difficult to learn in English?  Why do you think is that?
3. What is the best way to speak a language?
4. What do you do on your own to improve your English?
5. What techniques do you use to learn new vocabulary?

Useful Vocabulary:  

• to switch between two languages,
•  to put into practice, 
• to feel frustrated,  
•  a conversation partner, 
• to memorize vocabulary, 
• to improve your grammar, 
• speaking skills,
• to have a good range of vocabulary.

Empower: Language learning. page 9, exercise 3

How easy is it to learn English? Teacher´s resource pack

               

  

Asking for Advice

• What should I do ( about)…?
• What do you think I should…?
• Can/ could you give me some advice about…?
• Do you have any advice on—?
• Could you recommend…?
• What do you suggest I do?
• What ought I to do?

Giving advice

Present: You should/shouldn’t… You ought to/ought not to… You had better/had better not… If I were in your shoes/position, I would… I’ll tell you what, why don’t you…? What you can do is… I suggest/recommend that you + infinitive – to I suggest/recommend + gerund Have you tried + gerund? It’s vital that you… You simply have to…

Past: You should/shouldn’t have + past participle. You ought (not) to have + past participle.

👉The statements:

“There is no point in learning a foreign language when Google Translator can do it for you”

“Translation technology is good but should not replace learning languages”

👉Task:  Worksheet cloze test. Does being bilingual really improve your brain?

Key answers :

1 claims   2 development     3 actually   4 suggests   5 ageing   6 beyond   7 leading     8 faced   9 key   

10 Although   11 performance   12 arguing   13 further   14 leading   15 likelihood  16  widely    17 however.

Read the original article at the following link:

 👉https://www.weforum.org/agenda/2016/04/does-being-bilingual-really-improve-your-brain/

👉 Listening. Multiple choice   Ted talk how-speaking-multiple-languages-benefits-the-brain

• 👉Do parts: Watch/ Think / big deeper  /discuss

____________________________________________________________________-

WORD BUILDING

WORD BUILDING
More practice

C1 Narrative tenses

Narrative tenses - a quick reminder

The following are examples of narrative tenses:
Yesterday I woke up and the sun was shining. I got up and had a shower. While I was having my shower, I remembered that I’d had a very strange dream. 

Past simple - 'We left on a rainy day' 

Past continuous - 'It was pouring down even at midday' 

Past perfect - 'It had rained off and on for ten days' 

Past perfect continuous - 'We had been waiting to escape for what seemed ages'

• Past simple
  • Describes the main events of the story
  • Describes sequences of events
  • It is the 'standard' narrative tense. If in doubt, go for past simple.
• Past continuous
  • Describes unfinished actions, especially around a certain time
  • Describes longer actions interrupted by shorter ones
  • Is often used for describing background actions
  • Is sometimes used to make the actions in a story seem more immediate, especially with the word now
• Past perfect
  • Describes actions which took place before the main actions in the story
• Past perfect continuous
• Describes longer continuous actions which took place before the main actions in the story
• Is sometimes used to explain the condition of people or things at the time of the main events in the story.
• The Unlucky Burglar
  
  
  One evening Paul was watching the television and eating his supper when the door suddenly opened and a burglar came in. He was wearing a mask and carrying a sack. Before doing anything else he tied Paul to the chair.Then he went upstairs to look for money. Although he didn't find any money he found a lot of jewelry, which he put into his sack. In his rush to get downstairs he didn't see the dog lying at the bottom of the stairs, and he fellover it, losing his glasses. While the burglar was looking for them, Paul tried to free himself. Finally Paul managed  to escape and he phoned the police. As soon as the burglar had found his glasses he ran out of the house.However, unfortunately for him, the police were waiting for him at the end of the garden.
• 
  

Exercise on narrative tenses:
http://www.learnclick.com/cloze/show/1770
http://www.eltbase.com/quiz/201_01.htm

http://www.eltbase.com/get_quiz.php?id=22

The mystery story:
Last night I was walking home next to the river Thames, when something strange happened to me. It was late at night and I’d had a long and difficult day at work. There was a large full moon in the sky and everything was quiet. I was tired and lonely and I’d just had a few pints of beer in my local pub, so I decided to stop by the riverside and look at the moon for a while. I sat on some steps very close to the water’s edge and looked up at the big yellow moon and wondered if it really was made of cheese. I felt very tired so I closed my eyes and after a few minutes, I fell asleep.

When I woke up, the moon had moved behind a cloud and it was very dark and cold. The wind was blowing and an owl hooted in a tree above me. I rubbed my eyes and started to get up, when suddenly I heard a splash. I looked down at the water and saw something. Something terrible and frightening, and unlike anything I’d ever seen before. Something was coming out of the water and moving towards me. Something green and strange and ugly. It was a long green arm and it was stretching out from the water to grab my leg. I was so scared that I couldn’t move. I’d never been so scared in my whole life. The cold green hand was moving closer and closer when suddenly there was a blue flash and a strange noise from behind me. Someone jumped onto the stairs next to me. He was wearing strange clothes and he had a crazy look in his eyes. He shouted “Get Back!” and pointed something at the monster in the water. There was a bright flash and the monster hissed and disappeared.

I looked up at the man. He looked strange, but kind. “Don’t fall asleep by the river when there’s a full moon”, he said “The Moon Goblins will get you.” I’d never heard of moon goblins before. I didn’t know what to do. “Who… who are you?” I asked him. “You can call me… The Doctor.” He said. I was trying to think of something else to say when he turned around and said, “Watch the stars at night, and be careful of the full moon”. I was trying to understand what he meant, when there was another blue flash and I closed my eyes. When I opened them again, he had gone.

I couldn’t believe what had happened. What on earth were Moon Goblins, and who was the mysterious Doctor? And why had he saved me? I was determined to find the answers to these strange questions. I stood up, looked at the moon and quickly walked home.