Tuesday, November 27, 2018

B2.1 - Word formation

We are going to work a little bit with word formation so to deal with this grammar topic here you are some links to help you:
  • typical suffixes in English: click here
  • adjectives to make nouns and verbs (long - length): click here and here is the one we saw in class; or go to this video to listen to the explanation
I include here the use of WHETHER: here you are the video we saw in class and this is a grammar link to read about this topic and to this one to see examples.

See you in class!

Monday, November 26, 2018

That's English! - Module 7 - Unit 9: Science Fiction

Let's talk about the future and imagine how many posibilities there will be in 20 years time or so. As we do in every lesson, let's start with the general questions to discuss with your partner:
  • In what ways will life be different by the end of the 21st century? Pay attention to different aspects such as transport, communication, city life, medicine and health, education and so on.
  • Do you think life exists on other planets? What would that life be like? Should we reserch on that to check if we are alone in the universe or is it a waste of money and time? Should we keep on such search?
  • What changes will you see in Spain in 50 years time? Take into account social, economical and physical changes, especially in everyday life.
  • Do you think technology will help us in the future or will it be a drawback for humans? Give reasons and/or examples for your answer.

Activity 1
Discuss with your partner about your future in  10 years time about the following topics:

       Family     Work/studies     Travelling     A flat/a house     Where you'll be living

Try to use all the future tenses with sentences such as: In 3 years time I'll have finished my degree at university and I'll be looking for a good job in a big company. I'll try to find a new house and by the end of 2019 I'll be living on my own.

Activity 2
What are your feelings about the future? Are you hopeful or scared about future? Talk about the dangers and the advantages of using technolgy. What will change in our future?. Make predictions using WILL and then we'll compare your feelings and your predictions with the rest of the class.

Activity 3
Here you are a listening about homes in the future: click here
This video is about what you'll be doing in 5 years time: click here

Activity 4
This is a link with cards to speak about future. You'll see different forms and tenses to express future. Work with your partner with these cards and pay attention to the tense you use each time. Click here

Activity 5
Imagine you are a fortune teller. Predict or guess what is going to happen to your mate in a short term, in 5 years time, in 10 years time... To help you with your task, you can use this video or if you prefer you can go to this link.

FUTURE TENSES
About grammar, this unit deals with future tenses. If you need more practise here you are some useful links: a good exercise or you can do this one with all the tenses. This one is quite long and you also have this link to grammar explanation or this one here.

Thursday, November 22, 2018

Phonetic symbols and English sounds

Some of the students aren't familiar with phonetic symbols. There are different charts and you have one example at the end of your textbook but this is another example: click here. If you prefer using the material provided by CUP, do go to this link. This other link has a lot of material.

If  you want to read an article about the difference between English adn Spanish you may go to this link and have a look: click here.

There are a lot of videos to help you and these are some examples:

  • for consonants: this one   
  • for vowels they can be short or long so these videos can help you; this one is very easy and this deals with pronunciation and it gives you many examples: click here. But also you have this one for short vowels and this one for long vowels.
  • To work with the most difficult vowel sound /ǝ/ you may use this video or this one.
For thosse who are in higher levels you know there are some other problems to sound natural such as how to connect or link words (here you are a video or this pedagogical one), this video is with some hints about how to do it, or this one to speak more fluently, or this one which compares Spanish and English.


For higher levels, have a look on this video which works with the difference between long /i:/ and short /I/: click here

B2.1 - Verbs followed by infinitive or -ING

In lesson 8B we worked with verb pattern, that is, if a verb is followed by infinitive or gerund. We saw some different ways to learn them, so use the links you'll find below to help you with this  grammar point:
  • Using a list: here you are some examples  list 1 (short and easy)   list 2    list 3 and then make your own list or chart. You may make groups of synonims or contraries to help you to memorise the verbs.
  • Doing exercises to memorise:  exercise 1    exercise 2    exercise 3    exercise 4 (list of exercises)    exercise 5    exercises 6
  • Watching videos about the topic like this one or this one
  • Using the verbs with personal experiences (practising on your own): I enjoy watching films and when I don't feel like reading or I don't fancy going to the cinema, I watch a film. I hate being rung at that moment but I don't mind having something to eat. I'm keen on watching detective series as well.
  • Doing exercises of rephrasing: exercise 1 (you can find some other exercises if you go to the links shown on the left of this page)     exercise 2 (a bit more difficult)     exercise 3 (similar to the previous one)
Hope this is useful!

Tuesday, November 20, 2018

NB2.1 - Shopping

Here you are the web page we saw in class with different vocabularies: click here

I know this sounds weird but sometimes we don't revise typical situations we are supposed to have learnt and we don't improve them properly. I'd like you to have a look to these videos to see and check what you already know and what you can improve by adding expressions, vocabulary or just taking into account that this is American English instead of British. Here you have the links:
  • buying shoes; click here
  • buying clothes; click here
Anyway, I hope it'll be useful.
See you in class!

Sunday, November 18, 2018

That's English! - Module 7 - Unit 8: Crime

As usual, we'll start with general questions about this topic. Here you are some questions to work on with your partner(s):
  • What are the main crimes in your town/country? Have you ever been a victim of one of those? If so, explain what happened to you.
  • Do you think prison is an effetive form of punishment? What other forms of punishment do you know?
  • Do you think cybercrime is a big problem in Spain? What about downloading? Is it a crime?
  • Are there any measures to be taken to avoid or reduce the crime rate in our society: more severe laws, more or longer punishment, more help for people who are at risk of exclusion, educational measures...?
Activity 1

Imagine you have been burglared and a police officer comes to your house. Have a role play in which you are the victim and your partner is the police officer. Give as many details as possible about what you've been robded. Then change roles and in this occasion you are the police officer and you've been mugged in the street or pickpocketed when you where on the bus. Ask questions to get details. what happened, when, where, what items you were stolen and so on.

Activity 2

Think about a detective story, novel or film you've seen recently and tell the story to your mate. If you don't remember one, try to make up a detective story about a famous detective such as Sherlock Holmes, Hercules Poirot, Agatha Christie's strories and so on.

Activity 3

Here you have some listening exercises to practise:
  • a short exercise about crime: click here
  • this is a funny video about a crime: click here
  • this is a very easy listening about a "perfet crime": click here
  • this is a short text with audio including some words about crime and punishment: click here
  • this a very long one but it's divided in 4 exercises: click here
Activity 4
About grammar this unit deals with non-defining relative clauses, which are the ones in which the relative pronoun can't be replaced by THAT. They are like an explanation and they go between commas (as if it were a comment or an added explanation). Here you are an exercise to see the difference between defining and non-defining relative clauses: click here.

Let's practise with this. This game is called Taboo and you can't say the word in your card or very clear clues. Describe the object or the person you have in your card so you should use WHO, WHICH or THAT, like in this example:

  • a screwdriver: it's a tool which/that you use to fix two things toguether. You need a screw, which is a piece of metal similar to a nail, but you also need another piece with a hole in the middle (someting similar to a little ring) to fix it. - destornillador

Activity 5

To work with vocabulary of crime and punishment, here you are some exercises to practise:

Here you have an entry on a blog about this topic; it has some videos and vocabulary: click here

Activity 6

To finish with, remember you use passive voice while talking about this topic (reviewing this grammar point from previous lessons). Let's see some examples by ansering these questions:

  • Have you ever been stolen on a bus or on the train? What were you stolen? Did you reported the theft? What happened in the end?
  • Has your house ever been burglared? What happened? What were you stolen?
  • Have you ever been mugged in the street? What happened? Were you hurt?







    Thursday, November 15, 2018

    B2.1 - To Have/Get Something Done

    Remember that at the revision of unit 3you have an exercise about how to use HAVE. In class we saw the difference between HAVE and HAVE GOT and the typical mistakes we make by using them, and we also saw the structure TO HAVE/GET SOMETHING DONE. Let's work on it.
    To see a bit about how to use it (the grammar point), go to this link.
    If you want to do some practice, here you are some:
    We also did an exercise with the structure: TO HAVE/GET SOMEONE TO DO SOMETHING. In this case you have the person who is going to do the service, so the structure changes as it is not a passive any more; this link leads you to a blog entry which explains this: click here. Here you are an exercise to do: click here. Pay attention to the infinitive which can be with TO or without it. 
    Then compare the previous exercise with this one. You'll see that it's not you who did the action but somebody else; however, you don't know or don't care who was exactly the one who did it.

    Hope it's useful. See you in class


    Tuesday, November 13, 2018

    NB2.1 - Reported Speech

    This topic is a typical grammar point but I'd like you to see it as a natural way of speaking. We use it very frequenltly in our conversation in Spanish and it's very usual in English as well. You must be logical and you'll find this topic much easier than expected. A list of changes is already in your own book. Here you are a video explaining this point, click here, but it's rather simple for you. However, for a good but long explanation, click here. Remember you can do some exercises at the end of the explanation. If you need more exercises you can find plenty of them on the internet but I'd rather you use it in your daily life, in your habitual speech. The typical situations are:
    • to retell a conversation on the phone: Yesterday my mother called me to ask me if...
    • who doesn't like gossiping? : Last weekend I saw Peter with a wonderful girl but she wasn't his girlfriend so then I asked him who she was and he said...
    • a piece of news has a lot of examples as well: According to the news, the government said they were going to ...

    Let me remind you that direct and indirect speech are very common in our daily life as well as in the news. If you read or watch some news you'll see it. Click here to check it: BBC news. Another webpage which is very useful is VOA (Voices of America): click here


    Monday, November 12, 2018

    That's English! - Module 7 - Unit 7: Help the World (B1.2)

    This is a very humanitarian topic as it deals with NGO's and organisations focused on helping people or the planet. Let's start with the general questions:
    • What are the main charities or NGO's in Spain? Do you support any of them? Why/why not?
    • Do you think these charity organisations are necessary? Try to find pros and cons.
    • Have you ever taken part into an event to raise money? What was the experience like? How did you feel? Would you do it again?
    • What do you think about famous people who give their support or their image to raise money for these organisations? Do you agree? Do you think it's just marketing?
    Activity 1
    Some people think that charity is not the solution of a problem and it makes the problem last longer. What's your opinion? Discuss this with your partner and try to find different aspects of this topic.

    Activity 2
    About grammar, we are going to work with the construction I wish + past simple and If only + past simple. They are used to express wishes and desires for the future so choose some of the below suggestions and tell your partner(s) about them:
    • to buy a new car    to have a better/bigger house      to live abroad      to go on a luxury trip   
    • to speak other languages     to win a lot of money      to get a gap year at work/your studies
    Activity 3
    The other structure is with past perfect tenses (If only/I wish + past perferct) and it is used for regrests or complaints as it is referrred to the past not to the future as the previous one. Use the same examples but use them as if you were upset because you didn't do those things at the right time.

    Activity 4
    Here you are a listening comprenhension about charity. Do the exercise and then comment about what you have just heard. Click here

    Activity 5
    Some charities are more popular and have more supporters than others. Discuss with your mate about raising money for homeless people or for unsheltered animals. Try to give reasons for your answer.



    Tuesday, November 6, 2018

    ALCINE: Short Film Festival. November, 2018.

    Remember we'll meet on Friday November, 9th at 9.30h to get in altogether to the cinema. I'll wait for you at Teatro Salon Cervantes, in the city centre. Be on time, please.
    This is the programme:
    • Flea (Vanessa Caswill): here you are a trailer and this link will help you to understand the film: click here and here
    • Negative Space (Ru Kawahata, Max Porter):  this is the trailer and this link shows you some facts like the numerous awards, the same as this one
    • Poles Apart (Paloma Baeza): here you are this link with information about this film.
    • The Next (Jamie Jones): this is the trailer and a bit of info here
    • We Love Moses (Dionne Edwards): here you are this review and this is another review
    See you there!

    B2.1 -

    In class we saw this link for ANY MORE and STILL: click here. If you want to practice, do this exercise.
    There are doubts about the difference between anymore - any more - any longer. I've found this post so click here. There is another link which deals with this problem as well: click here. I hope it'll help you.