Wednesday, February 13, 2019

B2.1 - Telling Stories

In class we've been working with telling stories. Remember the chart I gave you:
    • introduction: give details about the setting (when, where, who was there...)
    • what happened: keep in mind that the readers don't know anything about the story and you should their guide. Don't leave anything for granted.
    • ending the story or a kind of conclusion
    • use past tenses principally (simple, continuous, perfect, perfect continuous) in active and passive if possible
    • you may use direct and indirect speech (remember introductory verbs followed by -ing or infinitive: suggest, warn, remind, etc.)
    • variety of sequence connectors: first / then / after ... / later / when / before / finally / in the end
    • other connectors: so / as / although / because / not only ... but ... / so - such ... that / however, / in order to / so as to / ...., though / if / as soos as / unless 
    • this links could help you: click here
    • use of adjectives and adverbs
For having models (literary samples) go to this page: click here

Tuesday, February 12, 2019

B2.1 - The use of the article in English

This link is related to how to use articles in English: click here.
Apart from that, what we saw in class is that in general the articles must be used in this way:
  • THE = the definite article is like a determiner so it's used as THIS or THESE; e.g. Have you seen the new car (this new car)? 
  • A/AN = the indefinite aeticle has the meaning of ONE so it goes with countable nouns in singular and it can be taken as an example; e.g. I have a car  but  A car is faster than a bike
You should keep in mind that the use of articles is sometimes very different from Spanish as we never use article when it's referred to a general meaning: I love animals

There are many uses  but the best way to learn how to use articles is by practising so here are there some exercises to work on the grammar point; and remember that some of them have a grammar reference as well:
Geographical nous are more difficult so practise with these exercises: exercise 1   exercise 2
I hope you won't have more problems with articles.

Monday, February 11, 2019

That's English! - Module 8 - Unit 4: Shopping

This is a very common topic and it must be adapted to your own level, that is, to speak about shopping but with an accurate vocabulary and required structures. But let's start with the general questions, as usual:
  • Do you enjoy shopping? How often do you buy food/clothes/electronic devices? Do you prefer going alone or with someone else?
  • Have you ever bought something you didn't wear later on? What happened? Did you give it away? How did you feel in the end?
  • Do you ever buy second hand clothes? If so, where from? If not, give reasons. Have you ever given your clothes to a charitable organization? Why?
  • What kind of shopper are you? Do you search a lot or do you buy the first thing you find?
  • Do you ever buy on the Internet? Why/why not? What was the last thing you bought and what was your experience like?

Activity 1
On p.40 exercise 2 you read two people talking about buying in a local shop or in a supermarket. Discuss with your partner what kind of shop you prefer and give reasons. Try to see 3 advantages and 3 disadvantages of both places. What are your conclusions?

Activity 2
On p.42 exercise 7 you have some sentences about shopping habits. Having this in mind, ask your partner about their habits. Remember it's a conversation so make questions and answer them saying as many reasons as possible for your response.

Activity 3
On p. 47 you have a questionnaire about buying food. Comapare with your partner to see if you shop helathily and how you buy food. Try to use the vocabulary learnt in the previous page: 'used by' date, 'best before' date, 'display until', 'sell by', 'products have gone past the date on the labelling' and so on.

Activity 4
To practise with the order of adjectives, here you are some web pages:
  • here you have an explanation and an adjective at the end: click here
  • this is another page: click here
  • here you are the explanation and here is the exercise
Activity 5
Let's work with listening. We'll start with a simple one like this. Then try this one with both exercises.
This is another one about buying clothes.
Although these exercises are quite easy they could be taken as models or samples of a typical conversation in a shop.

Thursday, February 7, 2019

B2.1 - Modals of ability

In lesson 4A we've dealt with this sort of modals and this is a video that explained it (in a "funny" way I must say!): click here. Then you could work with these exercises:
Apart from the modals CAN / COULD / TO BE ABLE/UNABLE TO, there are verbs which can be used instead as they have a similar meaning: MANAGE TO+ infinitive and SUCCEED IN+-ing and also *TO BE CAPABLE OF+ -ing (a bit weird). These verbs should be used when you are succeesful by doing the action, when you are very likely to do it. See the examples below:
  • This morning I managed to start my car despite the cold
  • I had a job interview and I succeeded in getting the post
Do this exercise to practise these two verbs and check the meaning: click here

Monday, February 4, 2019

That's English! - Module 8 - Unit 3: Green Issues

This is a very typical topic for speaking and even for other exercises such as listening and reading. Let's start with the general questions, as usual:
  • Do you recycle a lot or just what it's necessary? What do you do to try to be greener or ecofriendly?
  • What do you do to reduce water wasting in your house? what other things can be made to shorten the amount of water used at home?
  • Do you think  your town is an eco-friendly place to live? Give reasons for your answer.
  • Do you believe there is a climate change? Is it the same as global warming? Can we do anything to avoid it? Do you think it's possible to do anything yet or is it too late?
  • What species in danger of extinction do you remember? Why are they necessary, if so?
  • What policies do you know about sources of energy: solar panels, windmills, nuclear power stations, biomass, oil, electricity (renewable and non-renewable sources)?

Activity 1

Do you remember what the 3 R's stand for?  Just in case, they are for the 3 principal actions to save our planet: Reduce, Re-use and Recycle. Work with your partner and try to see how important these actions are for protecting our environment. Give examples

Activity 2

Here you are an activity of listening. The task is too simple for your level, but it's a good example of vocabulary and expressions connected to the environment. Once you've done the exercise go to the script to check the words used. Click here

Activity 3

Here you are a talk from TED about environmental issues; let's have a look and we'll discuss about what we've understood. Click here

Activity 4

Try to explain with your own words these terms connected to environmental issues:
  • deforestation and rainforest
  • endangered species
  • global warming and greenhouse effect
  • climate change and ice caps melting/droughts/floods/heat waves
  • carbon footprint/to be eco-friendly
  • renewable energy source or non-renewable ones
  • some specific vocabulary: dumps, dam or reservoir, debris, trash, garbage or rubbish, etc.

Activity 5 

To work with the vocabulary learnt in this unit, try to do this fill-in-the-gaps exercise: click here

Other exercises of listening connected to environment:
  • a pre-intermediate about climate change: click here
  • different activities on this topic for teenagers: click here
  • a listening from ESL: click here
  • climate change: clik here  (taken from a blog - Cristina's blog - with many listening exercises)
  • a list of videos about environmental issues: click here

Tuesday, January 29, 2019

SELFIE: Encuesta sobre tecnología en la EOI

Can you fill in this survey? It will help us realize what good improvements for the school would be regarding technology. The questionnaire is open until Feb 10.
Thanks for your help.

Sunday, January 27, 2019

That's English! - Module 8 - Unit 2: Banks

This topic is a bit specific but it's quite useful. They talk about money, banking, economic issues...
We'll start with the general questions as usual:
  • Are you happy with your bank? Are you charged for managing your account? How often do you go to your bank? Do you use the internet for managing your account? Why/why not?
  • Have you ever had a problem with your bank? What happened? How did you solve it?
  • Do you normally use cash or credit cards? Do you usually use an ATM? Why/why not?
  • Do you think banks are necessary? What for?
  • How has banking changed in the last 20-25 years? Do you think it's been for the better?

Activity 1

On page 22 of your text book you can find exercise 9 which is a role-play. Work with your partner to do this activity.

Activity 2

In this activity we are going to practise with SO and NEITHER and the vocabulary related to banking. Try to find 5 sentences to make your mate say a comment such as in these examples and then :
  • I prefer to use my credit card to pay in cash when I travel  ----  So do I
  • I've nerver been in the red in my account  ----  Neither have I
  • I've never applied for a loan  ----  Neither have I
  • I can manage to pay my monthly statements  ----  So can I

Activity 3

On page 27, the exercise 7 is to be made with your mate. Read the sentences and give your opinión saying if you agree or disagree and why you say so.

Activity 4

Speak about getting a loan from a bank. Think about the difficulties to borrow the money, how to pay it back and the interest rates, how you can save money... It's important you use the vocabulary learnt in this unit and also the ways of expressing agreement and disagreement. 

Activity 5

Here you are a Reading comprenhension about banks. Go to this link and do the exercise: click here

Monday, January 21, 2019

That's English! - Module 8 - Unit 1: Lifelong learning

This is an issue in fashion as many people think that you learn along your life and not only when you were at school. This is connected to the ability of learning at any age, of changing your career or  adapting yourself to changes or even that's a way of taking advantage of changes. It is also related to how to impove your free time by learning things you like

As usual, let's start with general questions. Here you are some to work with your partner:
  • What does lifelong learning mean for you? Is this course an example for you? Why are you doing this course?
  • If you could go back to college, what would you like to study? Give reasons for your answer
  • Have you ever had to learn something when you were an adult such as driving, using a computer or a mobile, and so on? Tell us your experience.
  • Have you ever tried to take up a sport or an activity for the first time? How did you feel?
  • If you had the time and the chance to learn something, what would it be? Why?

Activity 1
Imagine you are a new student and you want to enrol a course of English. Ask questions to your partner who works at the registration office about:
  • what kind of course you need
  • what skills to improve
  • ask details about when, where, how many hours, how much it costs ...
  • ask for other extra activities
Now swap roles with your partner.

Activity 2
This exercise is a revision of conditional sentences. The game is very simple: one starts with a conditional sentece and the other student has to chain aother sentence with part of yours, like in the example:

     A: If I have enough money I'm going to buy a new car
     B: If you want to buy a new car, you'll need a lot of money
     C: If you need money, you should ask for a loan
     A: If I ask for a loan I'll have to pay it back and that means more money
     B: If you don't ask for a loan, you may borrow the money from your parents
     C: But if your parents can't lend you the money, you won't be able to buy a new car

Then do the same with second (hypothetical or improbable conditional) and third (imposible conditional, complaints and regrets) types of conditional sentences.

Activity 3
We should start to prepare our final exam, the one offered by Comunidad de Madrid. I firmly recommend doing the samples which are on the internet. They are in the links of this blog but here is the page you need: click here

Activity 4
Do you think education and learning are necessary? In what ways? How did you start your career? Do you regret your choice?
This is a listening comprenhention about education at university: click here

Activity 5
As I've told you above, this topic is really "trendy" nowadays. I've found some videos about lifelong learning; some are a bit "technical", but you may have a look if you fancy or you're interested in this:

Next classes we'll start to prepare this oral exam in class. See you!

Wednesday, January 16, 2019

B21 - Food + lesson 7

In this lesson you've got vocabulary of food. We should enlarge our vocabulary by using more precise words. Here are some links that might be useful, but you can find plenty of them on your own:
  • this link has vocabulartry about ingredients, ways of cooking, stuff for cooking...: click here
  • this is a long list for B2-C1; have a look and see which you know and try to learn some more if you can: click here
  • this link shows some useful sententces to speak about food: click here
About compartives and superlatives, here are some links for practising:
  • this link has an explanation and some exercises (one of them done in class): click here.
  • this exercise is about the double compartive (THE MORE .... THE MORE...) click here.
Apart from comparatives and superlatives, we saw the difference between SO and SUCH:
  • SO + adjective or adverb: She's so nice that everybody loves her
  • SUCH + nouns: She's such a nice girl that everybody loves her
If you want to practise a bit with this grammar point, go to this link.

Thursday, January 10, 2019

Starting classes - New Year's Resolutions

Happy New Year and welcome to class. Here we are again and this is the video I found about New Year's resolutions, something very typical in the Anglosxon countries: click here
This is the other video we saw in class in which Viggo Mortensen speaks about a Christmas  tradition in Catalonia: here