APRIL 4th CLASS

Good morning!

For today we have the following tasks:

Lesson 8.2 pgs. 96-97

• Finish exercises on Ellipsis and Substitution
• Vocabulary: Memories 
• Speaking: Talk about special memories
• Writing: A Personal Story - Learn to improve descriptive writing.

Lesson 8.3 pgs. 98 and 99

• Vocabulary: Collocations with Time
• Functional Language: Discussing Ideas and solicit more information
• Speaking: Ways of Saving time.

Ellipsis and Substitution:

Do exercise 6A in book page 96 - In each pair of sentences choose the correct alternative to complete the answers. Read the phrase with the word of your choice and make sure it makes sense.

Then, for exercise 6B, cross out any words that can be left out from the conversation without making it unintelligible.

Listen to check that your work is correct. The recording is in your book's DVD or in the Class Material folder that I am sharing with you in Google Drive.

Exercises C and D - Listen to the recording again and pay attention to the way in which words are linked. Then, read the conversations and record your reading. Listen and check your pronunciation. Practice until you feel it is very close to the recording :)

Finally, for exercise 7- Andrea and Claudia and Carolina y Gustavo, you can do the activity in pairs. Ale, you can do it on your own. 

The ones who are working in pairs, one of you is going to be "A" and go to ex.8.2 on page 163 and the other is going to be "B" and needs to go  to page 162.

Student A starts by asking a question to Student B. Student B has to find an appropriate answer and responds to A. After you practice, record your conversation and send it to the chat as an audio message.

Ale, you will have to take both roles. You can first record the Student's A part, making a pause after each question/statement. Next, take B's part, play the recording and find an appropriate response for each question. You can then record all the questions-answers and send it as an audio message to the chat.

Vocabulary: Memories

Before you do exercise 8A, you need to identify if the words in brakets are verbs, adjectives, adverbs, nouns, etc. It is important because you will have to put the correct word in the right place. When you do that, check that the sentence makes sense, for example:

1. This place lots of memories for us. (gets/holds)

 a) get/hold - verbs, therefore, it should be placed after the subject.

 b) This place (gets/holds) lots of memories for us. (Which is the right one?)

 c)  This place holds lots of memories for us.

When you finish, check the Answer Key in the Google Drive folder. After correcting your job, classify the expressions in two groups:

words you can use to talk about          Words you can use to talk about

       strong memories                         memories that are not so strong

Finally, do the exercises on this topic on page 155 (Check your answers in the Answer Key)

Speaking: Memories

Exercise 9A - You have to read the description of a website and answer a question:

 Would you use or visit a website like this? why? why not?

Then, for exercise B you will need to choose a stage of your life, organize your ideas about that time.

You will have to record an audio message to share in the chat, first answering the question in 9A and  then, talking about that special stage of your life. 

Writing: A Personal Story

This part of the lesson is about reading a sample story and analyzing the way in which it is written.

You will have to answer the questions in exercises 10A and B. The objective is to find evidence in the article that the writer is following the advice to write a good story.

It is a good idea to take notes about the key information that you will use to write a story of your own.

Exercise 11 on page 97 consists of two parts. The first part describes some guidelines and gives examples. Read and understand the guidelines. Add this information to your own notes.

Then you will find somes instructions to analyze the text- Find the answers. You can then check your answers with the answer key.

Remember that when you write a story, you need to use words wisely to create a vivid picture in your readers' minds. 

Finally, exercise 12 gives you the instructions for you to write a personal story.

Write your story in a Word document, double spaced and 220 to 250 words long. You will have time to proof read your work and make any necessary changes before submitting the final version, due for delivery April 13.

In the second part of today's class we will cover Lesson 8.3: Time Savers. For this, Find the PDF presentation for this lesson in the Class Materials folder and follow it. 

Do the activities in your own notebooks. You will see a video on Time Management and you will have to take notes on important ideas in the video.

For the last activity, Speaking exercise 11A-B, You will have to share an audio message in the chat answering the question: Describe as many ways  as possible to save time while working, studying, travelling or doing house work, you can think of. Then, explain how you are organizing your time to accomplish all your tasks during thhis contingency period.

Good luck! and don't forget you can contact me if you have questions or need help.

MARCH 28TH CLASS

Welcome everybody to today's class.

Our class topics are:
Unit 8 -Lesson 1 pages 92-94

1.READING COMPREHENSION
Read an article about time capsules.
2. VOCABULARY - Time Expressions
3. GRAMMAR - Future in the Past 
4. SPEAKING - Objects that reprresent people's llives
5. VOCABULARY PLUS - Proverbs

Lesson 2 page 95
1. LiSTENING COMPREHENSION PRACTICE
2. GRAMMAR- Ellipsis and Substitution.

You won't have to complete all the tasks for today, however you have to send them to me -via google drive folder: LEVEL 10 STUDENTS PRODUCTS - by Thursday.
Also, you can let me know if you have any questions or need help by sending me a message to the group's chat.
We could have an online meeting to check your progress at about 12:00, any way, we will decide if it is necessary or not before that time.


1. READING.

Exercise 1 page 92, is to be responded in the worksheet.

Watch a video that you will find in the CLASS MATERIALS folder to answer question 3 in the worksheet.

Exercise 2A - do it in the book. I will provide Answer Key so you can correct your work.

2. VOCABULARY - Time Expressions 

Do exercises in page 92 (3A and B) I will provide an Answer Key for that.

Answer exercise 3C in your worksheet.

3. GRAMMAR -Future in the Past

In the CLASS MATERIALS folder there is a PDF document on Lesson 8.1 with the explanation on Future in the past and some exercises to be responded in your worksheet.. Also check a video in the following link:

https://youtu.be/6FSnfS7-ohM

Do the exercises 4A to 5 in your book for which you will get the Answer Key.

Answer exercise 6A in your worksheet.

4. SPEAKING - PAGE 94

Read the questions in exercise 7 A and B. Send an audio message to the group's chat answering the questions.

5. VOCABULAARY PLUS- Proverbs

Watch the video in the chat to learn about proverbs.

Answer exercises 8A-B and 11 in your worksheet.

Do the rest of the exercises in your book. You will get the Answer Key to correct them.

6. LISTENING COMPREHENSION

EX. 1 PAGE 95 - Answer on worksheet.

Do the rest of the exercises 2A to  4A  on your book. You can eccess the recording from your book's DVD. I will provide Answer Key to check your answers.

7. GRAMMAR: ELLIPSIS AND SUBSTITUTION.

There is a PDF document in the CLASS MATERIALS folder. You will find the rules, an explanation and examples. You will also find some exercises that you have to respond in your worksheet.

Do the exercise 5A, page 95 on the book. Also do exercises 8.2 A and B on page 143. (Answer Key)

Future Forms

There are different future forms in English. However, you need to be able to identify the differences in meaning they convey.

Simple Present: It is used with a future meaning to talk about timetables:

The plane departs at 14:30 from Warsaw.
The next train leaves in 45 minutes.
(The meaning is "it is scheduled to depart/leave)

Will + simple verb - Simple Future
Used to talk about a decision made at the time of speaking, including offers and promises. Also used to make predictions with a good level of probability/certainty or based on what you know/believe.

I am busy today, but I will help you tomorrow.
prices will increase during the second half of the year.
I think Mark will be a good manager.

Be + going to+ simple verb
Used to make predictions based on current evidence, previous arrangements, what you feel, hear, see, think now, etc. Also describe plans made even when details such as time and place haven't been  decided yet.

I'm going to work in finance.

Present Continuous: Be + verb+ing
Used to talk about a future arrangement (details such as place and time have been decided)

I'm playing tennis with Zara at 4:30 pm.

Future Continuous: Will be + verb+ ing
Used to talk about something in progress at a definite time in the future, to ask about someone's plans, especially if we want something or want them to do something:

This time next year I'll be living in France.
Will you be working late tonight?
He will be working on Sunday.

Future Perfect: Will have + verb in past participle
Used to describe something that will be finished or completed by a certain time in the future. Use expressions with "by": by that time, by this time next week,  by the end of the month, by the end of the day, by the end of the season, etc.

By June we will have finished the project.
They said the rehearsals will have finished by the end of the week. 

Future Perfect Continuous: Will have + been + verb+ing. 
Describe something in progress for a period up to a specified time in the future.

I will have been teaching for 13 years next November.
They will have been participating in the show for 5 years at the end of the month. 

Could/May/Might + simple verb
To make a prediction which is not certain.

They could get their money by the end of the year.
He might finish his career sometime in June. 

Be  to + simple verb
Describe an official arrangement or order. 

The governor is to release new regulations next month.

Be due to + simple verb
Used to describe something that is expected to happen or arrive at a particular time.

The new books are due to be here next week.
We are due to deliver our projects by next Friday. 

PRACTICE
Do the following exercises:

LINKS TO RESOURCES FOR LISTENING PRACTICE

Here are some resources- that I mentioned to you in class - for you to listen to news and podcasts in English for your 15-min daily news task. Explore the following BBC Links:

PODCASTS

https://www.bbc.co.uk/podcasts/radio4/category/factual-crimeandjustice

https://www.bbc.co.uk/podcasts/radio4/category/drama

https://www.bbc.co.uk/podcasts/radio4/category/comedy

https://www.bbc.co.uk/podcasts/radio4/category/news

https://www.bbc.co.uk/podcasts/radio4/category/documentaries

https://www.bbc.co.uk/podcasts/radio4/category/entertainment

YOU MIGHT LIKE TO TAKE THIS CHALLENGE TO NOT ONLY PRACTICE YOUR ENGLISH BUT ALSO TO IMPROVE YOUR QUALITY OF LIFE:

Four Simple Words to Help You Live Well This year, take a small step every day to build healthy habits for your body, mind and spirit.

https://www.nytimes.com/2019/01/02/well/30-day-well-challenge-helping-you-live-well.html

 You might also take a free course online, in English, to practice all your skills. Visit these pages, you might find something you like:

The University of Harvard
www.edx.org

Stanford University
www.class-central.com/university/Stanford

Coursera
www.coursera.org


Visit the web pages and have fun as you do your daily practice!

VOCABULARY CHALLENGE

Have you ever wondered how many English words you know? The British Council is looking for English learners whose native tongue is Spanish among other two languages to be part of this Vocabulary Challenge Project. Participating in this project will provide you feedback of the extent of your vocabulary and also you will be supporting UNICEF as the British Council will donate UNICEF on your behalf for every word attempt you make.

So click on the link and give it a try.

http://www.vocabularychallenge.org/

I will also be taking it!

 

Welcome to course February - June 2019!

Some important highlights to take into account:

Students at levels 9 and 10 are expected to achieve a proficiency level in which they can do the following:

Listening and Speaking:

• CAN contribute effectively to meetings and seminars within own area of work or knowledge; keep up a casual conversation with a good degree of fluency, coping with abstract expressions.
• CAN  pick up nuances of meaning/opinion.
• CAN keep up conversations of a casual nature for a period of time and discuss abstract/cultural topics with a good degree of fluency and range of expressions.
• CAN deal with unpredictable questions. 
• CAN make critical remarks/ express disagreement without causing offence.

To achieve proficient Listening and Speaking skills, continuous practise and commitment to eagerly participate in all class activities are required. Students will need to submit evidence of work by completing required tasks during the course. This portfolio of evidence will account for final grade.

Reading and Writing:

• CAN read quickly enough to cope with an academic course, and CAN take reasonably accurate notes in meetings or write a piece of work which shows an ability to communicate.
• CAN understand complex opinions/arguments as expressed in serious newspapers.
• CAN write letters in a way that errors as occur will not prevent understanding of message.
• CAN understand the general meaning of more complex articles without serious misunderstanding.
• CAN, given enough time, write a report that communicates the desired message.
• CAN scan texts for relevant information, and grasp main topic of text. 
• CAN write a piece of work whose message can be followed throughout.

To develop an advanced writing proficiency level, assignments have to go through due process:

1. Prewriting: This is the planning phase of the writing process, often using diagrams for mapping out ideas, topics, thoughts. Audience and purpose should be considered at this point.
2. Drafting: Create an initial composition by writing down all ideas in an organised way to convey a particular idea or present an argument. Audience and purpose need to be finalised.
3. Revising: Students review, modify, and organise their work by rearranging, adding, or deleting content, and by making the tone, style, and content appropriate for the intended audience. The goal of this phase of the writing process is to improve the draft.
4. Editing: At this point in the writing process, writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity. Having another writer’s feedback in this stage is helpful.
5. Publishing: In this last step of the writing process, the final writing is shared with the group. Sharing can be accomplished in a variety of ways, and with the help of computers, it can even be printed or published on line.

https://www.time4writing.com/writing-resources/writing-process/

Also, please keep in mind that if you want to really achieve the expected writing level, you have to complete all the course assignments following the required steps and taking care of correcting errors, such as grammar, spelling and punctuation.

As part of your evidence portfolio, you will need to get a notebook and write a journal with whatever comes to your mind at the end of the day. You are free to choose the topic and write about anything you want, the important thing is you do it. Challenge yourself to use new vocabulary all the time.


How to improve your vocabulary

One elementary strategy to work vocabulary is to get a notebook to record new  words or create a separate section in your notebook.

To really learn new vocabulary you have to follow these steps:

• Write the new word, pay attention to its correct spelling, pronunciation and stress.
• Write a description of what you think it means.
• Check the different definitions in a dictionary.
• Find out which part of speech it is or if it can be used as different parts, for example: "need" can be a verb or a noun.
• Write sentences using the word.
• Find synonyms and antonyms for the word.
• Play word games such as cross-word puzzles.
• You may also want to search for the origin of the word!
• Any other strategy you can think of.

There is a great variety of online resources  to help you with this task:

https://dictionary.cambridge.org/es/diccionario/ingles/

https://en.oxforddictionaries.com/

https://www.dictionary.com

Good luck, but remember that good luck is only possible if you work hard!

Improve your Writing

This is an excellent tool to go through the drafting and proofreading of your writing work and get immediate feedback, from other than the teacher. You may register or not, choose a workbook for assignments or create your own workbook. Workbooks provide writing prompts to choose from, write, submit and get feedback, rewrite and improve your work. You can submit your work as many times as you want. I have tried it and I really recommend it. Check the link. It is supported by Cambridge and make sure to choose English as the language to use.

https://writeandimprove.com/

This is a recommended resource in your quest for improving your writing.
You will find original work on different fields by new writers, some published some unknown. Reading the articles will give you a good idea of what original writing is about. Visit the platform!


http://thewritingplatform.com/

Here is another link to a platform to which you can join and upload essays and read and grade other young people essays. Even when this is a platform for native high school writers you will find good examples and observe writing issues such as grammar, vocabulary, style, etc. Check it and join if you feel like doing it:

 http://www.exampleessays.com/viewpaper/13751.html