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. Maybe what has changed is the way we use them. Let's see the 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 programme 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? Do you ever listen to the radio? When and/or why do you do it?
• People have many options nowadays. Compare mass media 20 years ago and in these days. What are the main differences?  Does the 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?

Vocabulary

Here are there some pages to see the typical 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

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 to meet one? Who would you like to meet?
• Are you interested in celebrities' lives? Have you ever been interested in them? Have you ever tried to copy a famous person's look? 
• What are the main features of a celebrity nowadays?
• Who are the celebrities you like or/and hate most? Give reasons for your answer.
• Choose a celebrity you like and another that you hate and compare them.

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:

• exercise 1    exercise 2 (thee are 2 more exercises withinn this one)    exercise 3 (a list of exercises on reported speech)

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:

• exercise 1     exercise 2     exercise 3    exercise 4  

For further practice of the grammar point of this lesson, here are there some exercises to practise with reporting verbs:   

• a bit more difficult: exercise 5  exercise 6   exercise 7

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

The Internet is one of the great revolutions of the end of the 20th century and a necessary tool for the 21st 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 there is an exercise to practise: click here. This is another one.
If you want to practice with more grammar, this exercise gives you the reason why your answer is right or wrong: click here.

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 started studying your degree you expected to find a job in that field. Were your expectations fulfilled or not? What happened?

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

If you want to practise some listening skills go to this link talking about the best job in the world

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.

Grammar

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   
• 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
• There are many examples of job interviews; these are some: example 1    exemple 2

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 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:

• you can have an explanation about adjective order with two exercises at the end: click here
• this is another link with examples and an exercise: click here
• this is another link with explanation and an exercise
• have a look to these exercises: click here and here

Activity 5

Let's work with listening. We'll start with a simple one like this. This one is about the way of shopping but with strong accent. Then try this one with both exercises.
This is a listening comprehension about bargain shopping (a bit molre difficult): click here
Although this one is a bit difficult as well, it's about buying electronic gadgets: click here

This is another one about buying clothes.
If you want some more practice you have these exercises in elllo.org: click here

Although these exercises are quite easy they could be taken as models or samples of a typical conversation in a shop.

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.
• Do you play a musical instrument? If not, what instrument would you like to play and why?
• Would you say  that your musical tastes have changed a lot? In what way? 
• 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;

• https://www.esolcourses.com/topics/easy-song-quizzes.html (there are different levels)
• watch this video to know how useful songs are for learning English: click here
• This is a list of songs I use in class:
• Don't Worry, Be Happy
• Someone Like You by Adele
• A Million Dreams by Pink
• When I was 7 years Old by Lukas Grahan
• If I Were a Boy by Beyonce
• Memory in Cats

Grammar reference: Defining relative clauses
As you can guess they are used to identify people (WHO/THAT), things (WHICH/THAT), places (WHERE) and moments or specific times (WHEN). The relative THAT  is more used in spoken English and we don't need to use it when it's NOT the subject of the subordinate clause.
If you want to know a bit more about this topic go to this link but pay attention because WHOSE (the possessive relative) is included.
To work with the relative clauses go to these exercises:

• exercise 1       exercise 2        exercise 3 this is with defining and non-defining relatives

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

This is a very typical topic not only for speaking but also for other exercises such as listening and reading. Let's start with the general questions, as usual:

• Do you recycle a lot or do you do just what it's necessary? What do you do to try to be greener or more 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

This is an activity of listening. The task might be 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

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; then say if they are important issues and why they are so relevant:

• 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 to practise:

• 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

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

VOCABULARY:

(MAKE) PROFIT     WITHDRAWS      ATM     TO DEPOSIT MONEY     STATEMENT     TO CHARGE A FEE     TO PAY OFF     IN DEBT     TO BE BROKE     TO OWE 
You also has this link with vocabulary: click here.

If you need more help this is a web site which has many activities (listening, reading, vocabulary...): click here.

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

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?
• Have you tried to learn some other things such as knitting, playing an instrument or so on?
• 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 to do an activity? 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, but now you are in a community centre and you want to join a course of              painting/tennis/History lessons... Use the previous chart to do the activity.

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 another 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?
Here is a listening exercise about learning: click here
This is a listening comprehention 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:

• video 1 (the one we saw in class)   video 2    video 3    video 4

Next classes we'll start to prepare this oral exam in class. We'll also work with written and oral mediation in order to prepare the official exam for B1. Hope to see you in class!