Tuesday, June 11, 2019

We are on holiday!

Now it's time for relaxing, enjoying family, having fun, spending time on your hobbies... and time for English as well!
Let me suggest some links which could help you to improve your English during holiday time:

  • Wrting: if you go to this link you have a tool to write a text and you are given a feedback of your performance; click here
  • Speaking: although it's easy you could find foreign people to speak in English, you may improve your oral skills by recording your speech about a topic. If you want to find some as an example you could go to this link but there are many if you try to find them on your own. Go to any browser and search for speaking topics+B2.
  • Reading: this is the perfect time for reading. Go to the links you have on the useful links that you can find on this blog. This is just an example: click here
  • Listening: remember you can go to www.elllo.org and find the level you need. Another way is by searching on the internet listening comprehension+B2 and you'll be able to find many links.
Nevertheless, thanks to the internet you can find many tools for learning English and you can use some of these links:
  • Cambridge University: this is just an example of all the activities you can do; click here
  • Hilfen is a traditional German link with a lot of materials: click here
  • Go to this article with 11 recommeded web pages to learn English: click here
I hope this post will be useful but not overwhelming; the last but not the least recommendation is: take it easy but don't give up; there's time for everything if you manage your time well. See you in September.


Image result for summer images

Thursday, May 9, 2019

Useful links for the oral exam

Useful sentences: click here
Mind the vocabulary: you can find good pages for it but remember to put B2 at the end

Monday, May 6, 2019

More practice for the exam

If you want to practise a bit more, try to use all the material provided for FCE (First Certificate) for all the skills but especially with listening and reading. Some pages are:
  • Listening: this one or this
  • Reading: this one  and  this
  • Writing: After finishing your writing, remember to pay attention to the following tips
    • Be logical and mind the layout of your piece of writing (style, paragraphs, punctuation...)
    • Write about the topic including the points given
    • Correct grammar (-s for 3rd p. in sing, modals, no plural for adjectives, tenses, etc.)
    • Variety of vocabulary (avoiding repetitions, connectors, specific words, using adjectives and adverbs, etc.)
    • Be specific and bear in mind that the reader doesn't know what you wanted to say but what it's written on the paper.
  • Speaking: remember to say what you have learnt and your level is upper-intermediate
Remember this is the last week so if you have questions or doubts you have short time to get answers before the exam. Next Thursday (May 9th) we`ll have our last class (11,45h)

Thursday, April 25, 2019

Final Revision: Some Tips for the Exam

Just in case you have some doubts, let's see some useful links to find tools to improve your English.
    • Connectors and linkers; this is a long list to check which you remember - click here
    • Use the photocopies I gave you or the samples in the book to see how to organise your writing.
    • If you want to see some more samples, look for examples on the internet if possible but you can see some on the web page
    • Monologue: use topics from the books and try to be logical and give details; e.g. What do you do to improve the environment? What would your ideal job be like? Tell me something weird that happened to you.
    • Dialogues: you could use the ones at the end of the book (p. 162-181) for pair work. If there are 3 people, the tendency is to have the same card for all the candidates; e.g.:  A mutual friend wants to start learning French. Give him/her advice about what to do and problems this person would face. 
  • LISTENING: you may use some of the web pages I've already given you to practice but you could do these other exercises from a page to prepare FCE: click here or here
  • READING: this same page has a link to prepare the reading tasks of FCE: click here
Try to make the last effort for the final exam. We're finishing the classes!

Tuesday, April 9, 2019

NB2.1 - Unit 7: Verbs with prepositions

As I told you in class, the best way of learning this grammar point is by practising with exercises. Here are you some but you can find many more on your own:
Let's practise with some listening comprenhesion exercises for B1+ and B2:
  • Talking about places to visit, this video is about Detroit: click here
  • About other ways of travelling: click here
  • About personality, in this case Frida Kahlo: click here
In this lesson we also have quantifiers. You should use your textbook but remember what I explained about uncountable/singular and countable/plural nouns and use the link we saw: click here

Monday, April 8, 2019

That's English! Module 8 - Unit 11: Revision for the exam

I really recommend you to see this unit of your text book in detail as there are plenty of good tips for the exam. Nevertheless, remember we'll use the "general questions" we already saw in each unit for the oral exam, especially the task of a monologue. Have a look to the previous lessons in the blog to check the vocabulary and the main structures learnt in them.

Pay attention to the most difficult skills, the "productive" ones as these are the most remarkable when it comes to write a composition or speak about the topics given.  There is it where you show clearly your own level of English.

Try to bear in mind you're in intermediate level (not elementary) so revise your writing for spelling or grammar mistakes as you are supposed to be able to correct them by yourself. Include vocabulary and variety because richness in vocabulary, structures and connectors is expected.

Regarding speaking skills, take into account the same tips and pay attention to what your partner is saying. Remember this is not a contest to see who is better but a simulated conversation so be collaborative, friendly and help your partner during your performance.

Try to keep calm. I know it's difficult but this is important in order to have a good exam. Anyway, good luck to everybody! Hope you'll pass the exam.

Tuesday, April 2, 2019

Thursday, 4th April : Extra material to practise (NB2.1)

Next Thursday I'm not coming to class (I have to take exams) so these are some exercises to practise.
  • Reading: go to this link to do exercises similar to our exam - click here
  • Writing: here is it an exercise to tell you how to write a pro and aginst essay - click here
  • Listening: the same - click here
You should do the exercise of rading on you textbook 7A (p. 81) and the mediation I gave you in class about the rules of an owners' community. Next Tuesday I'l give the fotocopy to those who couldn't come last Tuesday.

See you next Tuesday to finish lesson 7.

Monday, March 25, 2019

That's English! - Module 8 - Unit 10: Media

This lesson deals with mass media. It's something which is very familiar for us, especially if we think of TV, radio, magazines, and the Internet. Let's see the general questions, as usual:
  • Do you watch TV a lot? How long for? What programmes do you prefer?
  • What's your favourite programme? Why? Have you seen it this week? Is it very popular? Are there any you don't like? Why?
  • Some people think the radio is dead. Do you agree? Is it the same for young pople? and for elderly people?
  • People have many options nowadays. Compare mass media 20 years ago and in these days. What are the main differences?  Does Internet have something to do with this change? Give reasons for your answer.
  • How would you improve our television? Would you release more channels? Would you change any programmes? Which ones and why?
Here you are some pages to see the words connected to this topic:
  • TV programs: click here and here
  • mass media in general: click here or here

Activity 1

Go to page 107 and do the questionaire to your mate(s) and then tell them what kind of viewer is that person. Swap roles and when you finish, discuss if you agree or not. Give reasons.

Activity 2

Do activity 9 in the same page. Try to agree what programme to watch on TV. You can use the programme schedule on the book or you may choose another one.

Activity 3

Globalization is present on TV. Most programmes are copies or imitations from the ones on American, British or other European televisions. Discuss this point with your partner and give examples.

Activity 4

Let's practise some listening comprenhension for the exam:
  • mass media: click here
  • fake news: click here (very difficult!)
  • social mmedi: click here
  • how important is media in our daily life: click here

B2.1 - IF ONLY and I WISH

Once we've finished with conditionals, let's see these two forms connected to the conditionals but they express regrests and complaints. The grammar explanation is compiled in these links:i
As usual, let's do some exercises: exercise 1    exercise 2 (explanation+exercise)    exercise 3   exercise 4  (there are 2 more exercises)

In this lesson 10 you have ways of saying things. The one you've got is how to express doubts but there are some which are really useful for the speaking exam:

  • Expressing uncertainty: click here
  • Giving your opinion: click here
  • Expressing agreement and disagreement: click here

Wednesday, March 20, 2019

B2.1 - MAKE & DO

Collocations in a language are very important because they make you sound more natural. Here are you a link which gives you a lot of information about them: click here. If you click here you'll find a list of common collocations

But one of the most difficult collocations for Spanish speakers is the use of DO and MAKE, as they are usual in English but in Spanish we only have one single verb for both and they must be learnt by heart; a list is shown here.

In general, we use MAKE when we use our hands or it is related to building up or constracting something, while DO is more connected with intellectual activities or something more general. To see the difference and a general explanation you can use this video.
Nevertheless, there are some more links to see this grammar point: this video

Monday, March 18, 2019

That's English! - Module 8 - Unit 9: Celebrities

Fame and success are in fashion nowadays; more and more people, especially youngsters, try to become a celebrity. Social networks facilitate to reach this dream. Let's talk about "Celebrities".

General questions
  • Why do you think there is a trend to become a celebrity? Would you like to become a celebrity? Why/why not?
  • Have you ever met an important person? If so, explain your experience. If not, would you like it? Who would you like to meet?
  • Are you interested in the lives of celebrities? Have you ever been interested in them? Have you ever tried to copy a famous person's look?
Activity 1

This lesson works on REPORTED SPEECH. Although it seemes to be just a grammar point, pay attention to the fact that it's repeatedly used in our daily life conversations, either in English or in Spanish. Let me give you an example:

"Yesteday I talked to my sister about holidays. She said she'd like to go to the beach but she didn't know where to. I suggested spending some days in Andalucía but she refused the idea because she wanted to relax so she hesitated to be able to do it there. I told her to come to the north of Spain with us and she accepted so now we're planning our holiday together.

Do the same with your partner and start your speech with these sentences: Yesterday...
  • A friend of mine phoned to talk about her new boyfriend. She said... 
  • My boss asked me to go to her office because she had to speak about something important. She explained to me that the company...
  • My mother called me because she wanted to chat for a while. She asked me about ...
  • My son's teacher called me because he needed to talk to me about my son's marks...

Activity 2

This acitivy has two parts. First, work with your partner on a role-play reproducing an interview with a famous person. Once you finish the conversation (like the one you have in your textbook p.92, exercise 7 and 8) explaine to another mate what your partner  has told you using reported speech. Then swap the roles and repeat the exercise.

Activity 3

To work on listening comprenhension exercises, here you have some examples to practice:
  • An example of a new "celebrity": click here
  • This one is about leisure: click here
  • About celebrities: click here
  • Here you are a simple of EOI exam from the Canary Islands: click here
Activity 4

If you want to work a bit with this grammar point, here are some exercises to practise:

B2.1 - 3rd conditional or impossible

This is the most complicated conditional either in English or in Spanish. Let's have a look on how to use these sentences. For the grammar explanation you can use this link or maybe this one and this.

To practise with grammar you may do these exercises:

But what it's difficult is to use it in spoken English for two main reasons:
  • how to use the tenses
  • how to pronounce them correctly
Let's see a video about how to use it: click here or here (the man with a beard). This is a video with a situation using 3rd conditional: click here. This last one is BBC 6 minute grammar: click here

NB2.1 - Adjectives followed by prepositions

In lesson 10A we work with this grammar point. The best way of learning is by practising so let's have a look of possible ways of doing exercises:

You can find more exercises on your own if you like, but there is a post for the previous NI1 that could help you; go to this post

See you in class!

Thursday, March 14, 2019

B2.1 - 2nd or Improbable/hypothetical conditional

Lesson 10 is about sports and exercise. You have some vocabulary in your textbook but maybe you'd like to improve it so you may use this link in which you see examples of how to use vocabulary in context. If you want to know something in particular I think it's better to use your favourite dictionary.

If you want to see again the funny video about squash, click here (The Two Ronnies)

The grammar point of this lesson is 2nd conditional or improbable/hypothetical conditional or the use of conditional in general, if you like. To revise conditionals, go to this link or have a look on your own as there are many grammar references on the internet.

The other typical examples of improbable conditional are these:
  • Would you mind if I opened the window?
  • I'd rather you didn't (I'd rather if you didn't do that)
  • If only I had the chance to do that
  • I'd do it if I could
There is another point of grammar introduced in this lesson 10A; use this link to know how to use it

Monday, March 11, 2019

That's English! - Module 8 - Unit 8: Politics

First of all remember that politics means the sciences connected to government and everything related to politicians; that is the word for the professionals dedicated to politics: politicians.

As usual, let's start with general questions about this topic:
  • What qualities do you think a politician should have?
  • Are you interested in politics? Why/why not? Give reasons for your answer
  • Are you interested in what happens in the Parliament? And in your municipal government?
  • Do you think politicians are accountable for what they do? Why/why not?
  • Are you an active citizen? Have you ever been on a demostration? What for? What happened?

Activity 1

Go to p. 81 in your textbook and ask the questions of exercise 5 to your partner. Share your points of view trying to be as polite as possible.

Activity 2

Imagine you have to explain the British democracy to your mate (think about the 3 main parties in the UK and the Houses of Parliament using the text you've got at the textbook or click here). If you haven't read it before you can do it with the Spanish system: explain to a foreigner the Spanish political system.

Activity 3

This is a listening exercise about Switzerland and Swiss politics. Click here to do the exercise. Compare it with your country and find similarities and differences between them.
You can do the same with these other examples: click here and then here

Activity 4
One of the most important political issues discussed in the UK is about Brexit; here there is a link which shows you the history of this problem: click here (a bit long). This video is shorter: click here.

Grammar: reporting verbs

Although you've already seen that there are verbs followed by gerund and/or infinitive, when you work with reporting verbs you'll find many examples of this kind, as you could see on your textbook.
If you want to practise a bit more, go to these exercises but remember that a that-clause is possible as well:
For further practice of the grammar point of this lesson, here are there some exercises to practise with reporting verbs:   

Thursday, March 7, 2019

B2.1 - Contrast connectors

In our textbook, lesson 9D you've got contrast connectors; have a look this useful link (shown in class): click here.
If you need exercises, there are some below:

Monday, March 4, 2019

That's English! - Module 8 - Unit 7: The Internet

The Internet is one of the great revolutions of the end of the 20th century. Nowadays most people can't manage without the Internet: they use it for work, for pleasure, for communication, for social contacts, for business...
Let's start with the general questions. Think about these questions and discuss with your mate:
  • Do you often use the Internet? What for? What did you use to do when you didn't have it?
  • What are the main uses of the Internet? Give reasons or examples for your answer
  • What are your favourite websites? Why do you like them? Have you used them for long?
  • Do you use social networks?Why/why not?  Do you think it does more harm tan good or the other way round? What about your personal experience?
Activity 1
Go to page 72 , exercise 11 on your textbook and do the activity in pairs. When you finish, do it again but swap roles with your partner.

Activity 2
This listening exercise is about new inventions and technology. Do the exercise and use what you've heard to apply it to this topic.  This is another listening about the internet; click here

Activity 3 
On page 75 there is an activity (exercise 5) with this question: What would happen if the Internet ever collapse?  What could you do? Have you ever had such experience? What did you do?

Activity 4
This lesson works with reporting commands and requests. The structure is:
  • reported verb (tell/ask/advise/want...) + object + infinitive with TO
Think about posible situations or sentences in which you can use this structure; e.g. I asked her to be quiet because the baby was sleeping; I want you to tell me the truth; she advised me not to do it again. Here you are an exercise: click here

Wednesday, February 27, 2019

B2.1 - Relative clauses

There are two types of relative clauses, defining and non-defining. Let's have a look on both:
  • DEFINING (especificativas in Spanish): they help to identify or remark the noun which is referring to; e.g. That's the person who works with me at school.
  • NON-DEFINING (explicativas): these go between commas and it's just an explanation or a comment about the noun; e.g. The tall girl, who works with me at school, plays basket.
If you need further explanation you may use these links: this is the first one but you can use this other

Once you are sure how to use them, let's practise qith these exercises:
Remember we use this kind of sentences very often:
  • The person I admire most is ...
  • Something that I can't stand is ...
  • A screwdriver is a tool you use to fix screws or repair things
  • A place where I used to go was ...
  • I've lived in Meco, which is a village near Alcala, for almost 20 years
  • I can't speak French, which is a pity as I go to Paris quite often
Here have you a listening exercise about Reading Festival: click here

See you in class!

Tuesday, February 26, 2019

B2.1 - Unit 9: Entretainment

There are many ways of getting entretainment, but according to the textbook these are the most typical ones:
  • Sports: places to practise sports, click here and this is the video about the two Ronnies playing squash.
  • Cinema and TV: apart from movies, agood way of spending some time laughi like this vieong is just watching videos like this one.
  • Music: we've seen in class how much songs can help you to learn English like this video with examples of passive voice.
  • Hobbies: reading, travelling, going out, cooking, etc. Here there is a link with vocabulary about different topics so click here to see if your favourite is included.
About grammar, we are dealing with passive voice. There are hundreds of links but remember to include these specific issues:
  • To have / get something done
  • I was told to be here at 9
  • I was given the job in the end ( passive with double object, click here)
  • It is generally believed that ...
  • She was born ... but she was brought up in ...
  • Peter was made to walk after the operation

Monday, February 25, 2019

That's English! - Module 8 - Unit 6: At Work

General questions are here. Go through them and disc uss with your partner about this topic:
  • Do you like your job? What do you like most? And the least?
  • Have you ever had a problem with your boss?  What was it like?  
  • What would you like to change at work if you could?
  • Do you remember your first day at work?  What was it like?
  • When you studied for your profession you expected to find a job. Were your expectations fulfilled or not?
Activity 1

Work with your partner and discuss what are the most relevant things to take into account when you start a job. Here you are some suggestions:
    • job satisfaction/expectations
    • earning a good salary
    • possibilities for promotion
    • personal satisfaction
    • meeting people or/and new places
Activity 2

This is a listening exercise about motivation. Do you think this is very important for work? In what way? Have you ever thought about this topic? What would you do to improve motivation at your work? Discuss this with your partner.

Activity 3

Have you ever had a problem at work? What was it like? How did you solve it? Discuss with your partner about this and then let's listen to this other podcast about complaining at work. Think about the suggestions of the HR manager and say your opinion.

Activity 4

If you want to go further with this topic about problems at work, here you have a video. It's quite easy so it's suitable for revision rather than for enlarging your vocabulary, although you have some new words to learn.

Activity 5

Imagine that a friend of yours is a workaholic. Discuss with your partner about his/her symptoms and possible solutions for this problem.


There is an important grammar point in this lesson: reported speech. I guess you've seen it many times and there are many exercises to practise with it, as you can see below. Nevertheless, we'll try to work with it in conversation because it's something very common when you're speaking.
Work with your partner on these situations and try to use reported speech:
  • Yesterday you phoned your best friend to tell her an argument with your partner.
  • A friend of yours has told you a big problem she has. Now explain it to another mutual friend.
  • You had a problem with your boss last week. Explain to your mate the conversation you had
  • Last Monday you went to the doctor's. Tell your partner what you were asked and told
  • Your mother called you yesterday to speak about a personal problem. Tell your siblings/friends what she told you and your answers

Exercises for Reported Speech

These are pages to work with this grammar point. Most are lists of exercises so you have plenty of them to practise.
  • this is a list of exercises
  • remember the importance of reported verbs: this is a list and there is an exercise at the end
  • exercises with reporting verbs: exercise 1   exercise 2   exercise 3
  • an exercise with direct into indirect speech; click here
  • another list of exercises and a link to a grammar explanation; click here
  • this is a similar one but it has a list of common mistakes at the end; click here
  • this is a video to do an exercise: click here
  • This one is about reported speech in general: click here
Job interviews videos:
  • This is a video with tips about questions and answers: click here

Wednesday, February 20, 2019

B2.1 - SO & SUCH

As a general idea, you can summarize this grammar point in this way:
  • SO + adjective/adverb : She's so nice but she speaks so quickly
  • SUCH + noun (with or without modifiers) : She's such a nice girl
If you want or need further explanation, go to this link: click here. This is another one.

To practise and to revise this point, go to this exercise. But here are there some more:

Tuesday, February 19, 2019

That's English! - Module 8 - Unit 5: The Music Industry

This a really amusing topic and we'll stat with our general questions, as usual:
  • What kind of music do you prefer? Why? Is there a kind of music you can't stand?
  • When and where do you usually listen to music? Compare your answer with your partner and try to see if you agree or you don't
  • Can you play any intruments? If so, when did you start? How well do you play? Do you practise very often? If not why not? Would you like to play an instrument? Why?
  • Have you ever been to a concert? When was it? What was it like? Explain your experience
  • Do you give any money to buskers (musicos callejeros) ? Give reasons for your answer 
  • Should music be used for political purposes like protest songs? Give reasons for your answer and think of examples in your country or in other places.

Activity 1

Here have you a listening exercise about Reading Festival. You can have a look and revise the vocabulary and to get some ideas to discuss with your partner. Click here

Activity 2

Listen to this radio programme and do the listening exercise: click here. Then discuss with your mate if you think that radio is dead or it's still alive; if you usually listen to the radio or if you buy music.

Activity 3

If you want to listen to some more audios about music you might like to see this about music in New Orleans: click here

Activity 4

Discuss with your partner about these statements and say if you agree or not. Give reasons for your answers.
  • Downloading music shouldn't be penalised; it should be free
  • Music is just a matter of business and marketing not quality
  • Learning how to play a musical instrument should be compulsory at schools
  • Music and politics shouldn't be mixed
If you are interested in this topic here are you  an article or an audio (you can use it as you like) about music and politics in the USA. Click here

Activity 5

A wonderful way of learning English is by using songs in order to improve your vocabulary, grammar structures and pronunciation. If you like you may use this link with songs;

B2.1 - Adjectives ending in -ed and -ing

Oral practise: use -ing or -ed on these topics like in the example (exercise taken from this page)

Remember: …ing adjectives make you feel …ed
For instance: I think the film was boring. I felt bored when I watched the film. Because it was such a boring film, I was bored the whole time. Check out our grammar point on adjectives ADJECTIVES AND ADVERBS
  1. Tell us about a time that you felt really relieved
  2. When was the last time that you felt offended?
  3. What do you find really boring?
  4. Have you ever felt petrified by something?
  5. What makes you determined to be successful?
  6. Do you often feel tense at high school?
  7. What seems thrilling to you?
  8. Are you a sympathetic person?
  9. Are you interested in language learning?
  10. What do you find very amusing?

B2.1 - Personality & Advertising (unit 4)

If you want to speak about these topics, you'll need to use some specific vocabulary. These links are related to how to deal with an oral exam so have a look:
  • Advertising: click here
  • Personality and character: click here
  • Other topics of the same kind: click here
About tag questions, here is there the exercise we did in class: click here; but there are many more like these ones: exercise 1      exercise 2    

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