Wednesday, February 13, 2019

B2.1 - Telling Stories

In class we've been working with telling stories. Remember the chart I gave you:
  • STRUCTURE: 
    • 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
  • GRAMMAR CHARACTERISTICS:
    • 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.)
  • VOCABULARY:
    • 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