ACTIVITIES - May 28th - Unit 4
1. Have you discovered any interesting hobbies lately?"
2. "Do you have any favorite local spots or hidden gems that you'd recommend?"
3. "What's the most exciting thing that happened to you this week?"
4. "Are you reading any good books or watching any interesting shows lately?"
5. "If you could travel anywhere in the world, where would you go and why?"
6. "I'm a foodie and always on the lookout for great places to eat. Any recommendations?"
7. "What's something you're passionate about or enjoy doing in your free time?"
8. "If you could have dinner with any historical figure, who would it be and why?"
9. "Are you a morning person or a night owl? What's your favorite part of the day?"
10. "What's a skill or hobby you've always wanted to learn but haven't had the chance to?"
11. "If you could instantly master any one talent, what would it be?"
12. "Do you have a favorite quote or mantra that inspires you?"
13. "What's the most interesting job you've ever had or the most unique experience you've been through?"
14. "Are you a fan of [a popular TV show, movie, or sports team]? What are your thoughts on it?"
15. "Do you have any funny or memorable travel stories you'd like to share?"
16. "If you could switch lives with someone for a day, who would it be and what would you do?"
17. "What's the most interesting thing you've learned recently?"
18. "If you could have any superpower, what would it be and how would you use it?"
19. "Do you have a favorite memory from your childhood that always brings a smile to your face?"
20. "If you could time travel to any era, past or future, where would you go and why?"
21. "What's a skill you possess that not many people know about?"
22. "Are you into any sports or outdoor activities? What do you enjoy about them?"
23. "Do you have a favorite season, and if so, what do you like most about it?"
24. "What's the last song you listened to that you couldn't get out of your head?"
25. "If you were to create a bucket list, what's the top experience or goal you would include?"
26. "What's a piece of advice you've received that has stuck with you throughout your life?"
27. "If you were to create a time capsule representing the current moment, what items would you include?"
28. "What's a small, everyday accomplishment that never fails to make you proud?"
29. "Is there a skill you've developed during the past year that you're particularly proud of?"
30. "If you were to write a book, what genre would it be, and what would the title be?"
31. "If you could meet any fictional character, who would it be and why?"
32. "What's a skill or talent you wish you had, even though it might seem a bit unconventional?"
33. "Do you have a favorite book or movie that you never get tired of recommending to others?"
34. "If you were to create your own holiday, what would it be called and how would people celebrate it?"
35. "What's the most adventurous thing you've ever done or would like to do?"
36. "If you could live in any fictional universe for a week, which one would it be?"
37. "Do you have a favorite art form, whether it's painting, music, or something else?"
38. "What's a small, everyday thing that never fails to make you happy?"
39. "If you could have a conversation with any historical figure, who would it be and what would you talk about?"
40. "What's the most valuable lesson life has taught you so far?"
ACTIVITIES - May 23rd - Unit 4
Course Evaluation
Reading: Word formation
Speaking activity.
Watch the video: and write down three questions about it. Write them in your personal link.
Rooms
Pre-evaluation activity: Explain to your partner what you understood about the video and then take turns answering the three questions you just prepared about it. The chat should be recorded on the platform.
Writing activity:
Write a text expressing elements related to your English proficiency. Indicate the aspects to strengthen and the aspects to improve. How can you advance in acquiring a second language and what you have done to improve. Finally, declare a personal commitment to your learning.
Complete the course evaluation and paste the screenshot of completion in the personal link.
ACTIVITIES - May 21st - Unit 4
FALSE FRIENDS
We call "False Friends" those English words that look similar to other words in Spanish, and they differ significantly in meaning.
For instance, to be “constipated” has nothing to do with “estar constipado”, which means “to have a cold”. Being “constipated” means “estar estreñido”.
Another good example is the English word “Conductor”, which refers to the person who directs an orchestra, and the Spanish word “Conductor” which refers to the person who drives a vehicle.
Below is a list of the most common “false friends”.
FALSE FRIEND | It means… | …and not … | … which is … |
actually /ˈæktʃuəәli/ | en realidad | actualmente | nowadays /ˈnaʊəәdeɪz/ |
agenda /əәˈdʒendəә/ | orden del día | agenda | diary /ˈdaɪəәri/ |
apology /əәˈpɒləәdʒi/ | disculpa | apología | defense of /dɪˈfens ɒv/ |
arena /əәˈriːnəә/ | estadio | arena | sand /sænd/ |
argument /ˈɑːɡjuməәnt/ | discusión | argumento | plot /plɒt/ |
assist /əәˈsɪst/ | ayudar | asistir | attend /əәˈtend/ |
avocado/ævəәˈkɑːdəәʊ/ | aguacate | abogado | lawyer/attorney /ˈlɔːjəәr/ /əәˈtɜːni/ |
billion /ˈbɪlɪəәn/ | mil millones | billón | trillon /ˈtrɪlɪəәn/ |
bland /blænd/ | soso | blando | soft /sɒft/ |
camp /kæmp/ | campamento | campo: | field /fiːld/ |
carpet /ˈkɑːpɪt/ | moqueta | carpeta | file /faɪl/ |
casualty /ˈkæʒʊəәlti/ | víctima | casualidad | coincidence /kəәʊˈɪnsɪdəәns/ |
college /ˈkɒlɪdʒ/ | universidad | colegio | school /skuːl/ |
commodity /kəәˈmɒdɪti/ | producto | comodidad | comfort /ˈkʌmfəәt/ |
compliment /ˈkɒmplɪment/ | piropo | complemento | accessory /əәkˈsesəәri/ |
conductor /kəәnˈdʌktəә/ | director orquesta | conductor | driver /ˈdraɪvəә/ |
constipation /ˌkɒnstɪˈpeɪʃn̩/ | estreñimiento | constipado | cold /kəәʊld/ |
contest /kəәnˈtest/ | concurso | contestar | answer /ˈɑːnsəәʳ/ |
dessert /dɪˈzɜːt/ | postre | desierto | desert /‘dezəәt/ |
dinner /ˈdɪnəә/ | cena | dinero | money /ˈmʌni/ |
Activity: Listening
Quiz Adjective placement
Solve this reading comprehension
Use Vocaroo to record the reading. Try to avoid mistakes... First... check the pronunciation and when you feel you are ready ... start the recording.
ACTIVITIES - May 16th - Unit 4
Listen to this video and write down what you understand. Then, compare your understanding with your partners using the shared document.
Addition:
|
Connector |
Example |
|
And |
"The patient presented with fever and
chills." |
|
In addition |
"The laboratory results showed abnormalities, in
addition, the patient reported fatigue." |
|
Furthermore |
"The tumor was removed successfully; furthermore,
there were no complications." |
Adversative
|
Connector |
Example |
|
But |
"The treatment was effective, but the patient
experienced mild side effects." |
|
However |
"The patient's condition improved; however, they
still require further monitoring." |
|
On the other hand |
"The procedure carries risks; on the other hand,
it may be the only treatment option available." |
Causal
|
Connector |
Example |
|
Because |
"The patient developed hypertension because of
obesity." |
|
Since |
"Since starting the new medication, the patient
has experienced nausea." |
|
As a result |
"The surgery was successful, as a result, the
patient's symptoms resolved." |
Conditional
|
Connector |
Example |
|
If |
"If the patient experiences chest pain, seek
immediate medical attention." |
|
Unless |
"Do not administer the medication unless
authorized by the physician." |
|
Provided that |
"You can resume physical activity provided that
your condition improves." |
Sequential
|
Connector |
Example |
|
First |
"First, administer the antibiotic to the
patient." |
|
Then |
"Administer the pain relief medication then
monitor vital signs." |
|
Finally |
"Finally, schedule a follow-up appointment for the
patient." |
Contrastive
|
Connector |
Example |
|
Although |
"Although the patient has a family history of
diabetes, they have not been diagnosed." |
|
While |
"While the patient's symptoms improved, there are
still concerns about underlying issues." |
|
In contrast |
"The patient's brother has diabetes; in contrast,
she does not." |
Adversative
|
Connector |
Example |
|
Despite |
"Despite following the treatment plan, the
symptoms persisted." |
|
Even though |
"Even though the patient is young, they are at
risk for cardiovascular disease." |
|
Although |
"Although the medication was administered
promptly, the patient's condition deteriorated." |
- Writing Task (20 minutes):
- Choose
a superstition you know or have heard of.
- Write
a short paragraph (4-5 sentences) explaining the superstition. You
should include:
- What
the superstition is about.
- Why
people believe in it.
- An
example or story related to the superstition.
- Use
connectors to link the ideas (e.g., and, but, because, so).
- Underline
the connectors you used in the paragraphs.
Speaking activity:
- Do you know what a superstition is?
- Can you give an example of a
superstition?
- Do you think superstitions are real? Why
or why not?
- What are some common superstitions in
your culture or country?
- Have you ever heard about superstitions
related to animals? What are they?
- Are there any superstitions that you
believe in? Why?
- What do people usually do to avoid bad
luck in your culture?
- Have you ever had a lucky charm or
object? What was it?
- Do you think breaking a mirror really
brings bad luck? Why or why not?
- How do people react when they encounter
superstitions in daily life?
ACTIVITIES - May 14th - Unit 4
Once, during a family trip to a small village nestled in the mountains, we encountered a local tradition that fascinated us. As we explored the town, we noticed a group of elderly women gathered by a centuries-old tree, adorned with colorful ribbons. Curious about this sight, we approached and struck up a conversation with one of the women, whose wrinkled faces seemed to hold a treasure trove of stories.
She explained that the tree, under which they congregated every year, was believed to possess magical powers that could grant wishes. Anyone who tied a ribbon around its branches, she said, would have their desires fulfilled. Intrigued, we watched as she carefully selected a ribbon and tied it to a lower branch, her eyes twinkling with hope.
Intrigued by this mystical tradition, we decided to participate. Each of us chose a ribbon, carefully selecting colors that resonated with our wishes. My brother, always the adventurous one, chose a vibrant red ribbon, hoping for success in his upcoming exams. My sister, with her artistic flair, chose a sky-blue ribbon, wishing for inspiration for her next painting. As for me, I opted for a simple green ribbon, symbolizing my desire for health and happiness.
After tying our ribbons, we eagerly awaited the outcome, half-believing in the magic of the ancient tree. Days passed, and life resumed its normal rhythm. We returned home with fond memories of our encounter with the village superstition.
Months later, unexpected events unfolded. My brother, who had tied the red ribbon, aced his exams and earned a scholarship. My sister, inspired by her blue ribbon, produced her most acclaimed painting yet, showcasing her talent to a wider audience. As for me, the green ribbon seemed to have worked its charm—I found myself in better health, free from the persistent cold that had plagued me for weeks.
Reflecting on our experiences, we realized that whether or not the ribbons truly held magical powers, they had brought us closer together and infused our lives with a sense of wonder. Our journey has taught us that sometimes, it's the belief in the unknown that can lead us to unexpected joys and outcomes, connecting us to the mysteries of the world around us.
-Riddles
1. What kind of cup has holes in it when it is new, is designed to withstand a heavy beating and should never be used for drinking?
2. People usually come to see me almost every single day and often many times a day. Despite this, people often consider me to be very dirty. Even though I will never speak to anyone, people will always show me a part of themselves that they rarely show to anyone else. What am I?
3. Imagine that you are trapped inside a windowless building with nothing but a box of matches, 3 candles, and a ceramic mug. The flood waters are rising and are currently up to your neck. The door is hopelessly locked and there is no one within 500 miles of you. How can you get out of this situation?
An athletic cup - A toilet - Stop imagining
ACTIVITIES - May 9th - Unit 3
- Do you have any superstitions? What are they?
- Are there any superstitions in your culture or country that you know of?
- What do you do if you accidentally break a mirror?
- Do you believe in lucky charms or objects? What are they?
- Is it bad luck to walk under a ladder in your culture?
- What superstitions are related to black cats in your country?
- How do people in your culture feel about the number 13?
- What superstitions do people have about Friday the 13th?
- Have you ever thrown salt over your shoulder for good luck?
- Do you believe that knocking on wood brings good luck?
The definite article – the
The definite article the
is the same for all genders in singular and in plural.
• the boy
• the girl
• the cat
• the
computers
If the following word begins with a consonant, we speak
[ðə]
• the girl
• the book
• the
school
The following word starts with a spoken vowel
• the
English girl
• the
orange book
• the old
school
Compare the following words:
Here [j] is pronounced at the beginning of the word → the
unit Here [ʌ] is pronounced at the
beginning of the word → the uncle
We have listed some examples in the following table. There you can see when we use the definite article and when we don't.
|
without the definite article |
with the definite article – the |
|
general words (indefinite)
|
general words (definite)
|
|
names of persons on the singular, relatives
|
family names in the plural
|
|
public buildings, institutions, means of transport
(indefinite)
|
public buildings, institutions, means of transport
(definite)
|
|
names of countries in the singular, summits of
mountains, continents, towns
|
names of countries in the plural, mountain ranges,
regions
|
|
single islands
|
groups of islands
|
|
parks, lakes, streets
|
names with of-phrase, names in plural, well-known
buildings, oceans, seas, rivers, musical instruments, newspapers
|
|
months, days of the week (indefinite)
|
months, days of the week (definite)
|
We use the seasons of the year (spring, summer,
autumn, winter) with or without the definite article.
- in
summer
- in the summer
The American English word fall is always used
with the definite article the.
The indefinite article: 'a' and 'an'
We use the indefinite article, a/an,
with singular nouns when the listener/reader does not
know exactly which one we are referring to:
Police are searching for a 14-year-old
girl.
We also use it to show that the person or thing
is one of a group:
She is a pupil at London Road School.
Police have been looking for a 14-year-old girl who
has been missing since Friday.
Jenny Brown is a pupil at London Road School. She
is 1.6 meters tall, with short, blonde hair. When she left home, she
was wearing a blue jacket, a blue and white blouse,
dark blue jeans and blue shoes.
Anyone who has information should contact the local
police on 0800 349 781.
We do not use an indefinite article
with plural nouns or uncountable nouns:
She was wearing blue shoes. (plural
noun)
She has short, blonde hair. (uncountable noun)
We use a before a consonant
sound:
|
a banana (starts with /b/) |
a university (starts with /j/) |
and an before a vowel sound:
|
an orange (starts with /o/) |
an hour (starts with /au/) |
Note that the choice of a or an depends
on sound, not spelling.
Exercise A/AN
ACTIVITIES - May 7th - Unit 3
Adverbs to express consequence
How Do We Indicate Effects in English?
Expressing effects helps provide additional information about the outcome or result of a particular action or event. When we express effects, we indicate the result, impact, or outcome of a specific cause or situation.
Expressing effects in English can serve several functions, including clarifying meaning, communicating cause and effect, emphasizing the consequence, and providing context.
Effects can be indicated using the following parts of speech:
Coordinating conjunctions
Conjunctive adverbs
Prepositions
Verbs
Conjunctive Adverbs
Conjunctive adverbs are words that connect independent clauses and show the relationship between them. They often express things like cause and effect, contrast, or sequence.
Some common conjunctive adverbs that can be used to express effects include:
Therefore
"Therefore" is a conjunction used to indicate a logical result or conclusion based on a previous statement or situation. For example:
The roads were closed due to heavy snowfall; therefore, we had to cancel the trip.
Consequently
"Consequently" is a conjunction used to indicate a result or consequence of a previous situation or action.
The company lost a lot of money last year; consequently, they had to lay off some of their employees.
As a result
"As a result" is a conjunction used to introduce a result or consequence of a previous action or situation. For example:
The company implemented new cost-cutting measures. As a result, they were able to increase their profits.
Thus
"Thus" is a conjunctive adverb used to indicate a logical result or conclusion based on a previous statement or situation.
The team worked hard on their project; thus, they were able to complete it on time.
Thereby
'Thereby' is used to indicate an outcome or effect that is achieved by a particular action or method. It usually follows a statement about the means or method used to achieve a particular result. For example:
The company reduced its expenses, thereby increasing its profit margin.
Accordingly
"Accordingly" is a conjunctive adverb used to indicate an effect or a consequence that is appropriate or expected based on a previous statement or situation. For example:
The weather forecast predicted heavy rain; accordingly, we decided to reschedule our outdoor event.
Hence
"Hence" is a conjunctive adverb used to indicate an effect or consequence that follows logically from a previous statement or situation. Pay attention to the example:
The bridge was closed for repairs; hence, we had to take a detour to reach our destination.
These conjunctive adverbs are used to connect two clauses in a sentence where the first clause expresses a cause or reason, and the second clause indicates the effect or consequence.
Warning
When using conjunctive adverbs to express effects in a sentence, it's important to remember that the order of the clauses expressing the cause and the effect cannot be interchanged.
Copy and paste into your personal link
Fill in the Blanks with Conjunctive Adverbs
Discuss the answers with your partners
Fill in the blanks with the appropriate conjunctive adverbs from the list provided. Choose the correct conjunctive adverb to express the consequence in each sentence.
- The team worked tirelessly on the project; __________, they were recognized for their efforts.
- The heavy rainfall caused flooding in several areas; __________, many roads were closed.
- The new software update significantly improved performance; __________, customer satisfaction increased.
- The CEO announced new expansion plans; __________, the company's stock price rose.
- The concert tickets sold out within hours; __________, additional shows were scheduled.
- The airline experienced delays due to technical issues; __________, passengers were offered compensation.
- The fire damaged the building extensively; __________, repairs will take several months.
- The team's hard work paid off; __________, they won the championship.
- The patient adhered strictly to their medication regimen; __________, their symptoms improved significantly.
- The surgeon performed a successful bypass surgery; __________, the patient's heart function normalized.
- The laboratory results showed elevated levels of cholesterol; __________, dietary changes were recommended.
- The medication dosage was adjusted according to the patient's response; __________, adverse effects were minimized.
- The physical therapy sessions were completed regularly; __________, the patient regained full range of motion in their shoulder.
- The vaccination campaign was launched in the community; __________, the incidence of the disease decreased.
- The patient's condition deteriorated rapidly; __________, immediate intervention was necessary.
- The preventive measures were implemented in the hospital; __________, the infection rates declined.
Phobias
The American Psychiatric Association (APA) identifies three
different categories of phobias:
- Social
phobias: Now known as social anxiety disorder, this phobia is marked
by a fear of social situations in which a person might be judged or
embarrassed.
- Agoraphobia:
This phobia involves an irrational and extreme fear of being in places
where escape is difficult. It may involve a fear of crowded places or even
of leaving one's home.
- Specific
phobias: When people talk about having a phobia of a specific object
such as snakes, spiders, or needles, they are referring to a specific phobia.
- Arachnophobia:
an intense fear of spiders and other arachnids
- Ophidiophobia:
an intense fear of snakes
- Acrophobia:
an intense fear of heights
- Aerophobia:
an intense fear of flying
- Cynophobia:
an intense fear of dogs
- Astraphobia:
an intense fear of thunder and lightning
- Trypanophobia:
an intense fear of injections
- Social
phobia: an intense fear of social interactions
- Agoraphobia:
an intense fear of places that are difficult to escape, sometimes
involving fear of crowded or open spaces
- Mysophobia:
an intense fear of germs, dirt, and other contaminants
Speaking Activity:
The questions are designed to encourage conversation and
practice using vocabulary related to fears and expressing outcomes.
Instructions: take turns asking and answering the
questions below. Uuse adverbs of consequence to express outcomes or results
related to phobias.
- What
is a common phobia you know about?
- Do
you have any phobias yourself? If so, what are they?
- How
does someone typically react when they encounter their phobia?
- If
someone is afraid of spiders, what might happen if they see one?
- What
adverb could you use to explain the consequence of encountering a spider
for someone with arachnophobia?
- Why
do you think people develop phobias?
- Can
phobias be overcome? How?
- What
might happen if someone with claustrophobia enters a small, enclosed
space?
- Use
an adverb to describe the consequence of being in a crowded elevator for
someone with claustrophobia.
- How
would you feel if you had to confront your biggest fear?
- What
could happen if someone with acrophobia goes to the top of a tall
building?
- Describe
the outcome using an adverb if someone with acrophobia looks down from a
tall height.
- Do
you think fear is a good or bad thing? Why?
- What
could be a consequence of fear in certain situations?
- How
might fear affect someone's daily life?
- Use
an adverb to describe the effect of facing fear bravely.
- Have
you ever helped someone overcome their fear? How?
- What
advice would you give to someone struggling with a phobia?
- If
someone has glossophobia (fear of public speaking), what might happen if
they have to give a speech?
- Summarize
how phobias can impact someone's life.
Take your time preparing your task for today
ACTIVITIES - May 2nd - Unit 2
Questions about reported speech
Quiz
ACTIVITIES - April 30th - Unit 2
A phrasal verb consists of a basic verb + another word or words. The two or three words that make up a phrasal verb form a short "phrase" - that is why we call them "phrasal verbs". But a phrasal verb is still a verb. They do not have the same meaning, and they behave differently grammatically. You should treat each phrasal verb as a separate verb, and learn it like any other verb.
There are three types of phrasal verbs formed from a single-word verb. Open this link and learn them.
Reported speech activity.
https://quizizz.com/join/quiz/590b20e9c039cf110033aa42/start
Interview
You are the journalist on an important broadcast television channel interested in making people aware of the importance of helping the planet.
For this special edition, you are asked to interview people about the environmental issues affecting the planet Earth as well as the actions they do to help the environment.
Instructions:
1. Choose a partner to interview.
2. Ask him/her questions about the environmental issues and the actions they do to help the planet.
3. Record a video of the interview.
4. Use the reported speech to communicate what your classmate said about environmental issues.
5. Your video must last no less than 3 minutes and no longer than 4 minutes.
6. Upload the video to create a shareable link.
7. Copy and paste the link on the platform.
ACTIVITIES - April 25th - Unit 1
Relative pronouns and relative clauses
The relative pronouns are:
|
Subject |
Object |
Possessive |
|
who |
who/whom |
whose |
|
which |
which |
whose |
|
that |
that |
- |
Lord Thompson, who is 76, has just retired.
This is the house that Jack built.
Marie Curie is the woman who discovered radium.
We use:
- who and whom for people
- which for things
- that for people
or things.
We can add question tags like isn't it?, can
you? or didn't they? to a statement to make it into a
question. Question tags are more common in speaking than writing.
We often use question tags when we expect the listener to
agree with our statement. In this case, when the statement is positive, we use
a negative question tag.
She's a doctor, isn't she?
Yesterday was so much fun, wasn't it?
If the statement is negative, we use a positive question
tag.
He isn't here, is he?
The trains are never on time, are they?
Nobody has called for me, have they?
Formation
If there is an auxiliary verb in the statement, we use it to
form the question tag.
I don't need to finish this today, do I?
James is working on that, isn't he?
Your parents have retired, haven't they?
The phone didn't ring, did it?
It was raining that day, wasn't it?
Your mum hadn't met him before, had she?
Sometimes there is no auxiliary verb already in the
statement. For example, when:
... the verb in the statement is present simple or past
simple and is positive. Here we use don't, doesn't or didn't:
Jenni eats cheese, doesn't she?
I said that already, didn't I?
If the main verb or auxiliary verb in the statement is am,
the positive question tag is am I? but the negative question
tag is usually aren't I?:
I'm never on time, am I?
I'm going to get an email with the details, aren't I?
Reported Speech
Reported speech is when we tell someone what another person said. To do this, we can use direct speech or indirect speech.Look at these examples to see how we can tell someone what
another person said.
direct speech: 'I love the Toy Story films,'
she said.
indirect speech: She said she loved the Toy Story films.
direct speech: 'I worked as a waiter before becoming a chef,' he said.
indirect speech: He said he'd worked as a waiter before becoming a
chef.
direct speech: 'I'll phone you tomorrow,' he said.
indirect speech: He said he'd (would)phone me the next day.
direct speech: 'I work in a bank,' said Daniel.
indirect speech: Daniel said that he worked in a bank.
In indirect speech, we often use a tense which is 'further
back' in the past (e.g. worked) than the tense originally used
(e.g. work). This is called 'backshift'. We also may need to change
other words that were used, for example pronouns.
- He
told me it had been raining all day.
Past perfect
The past perfect doesn't change.
'I'd tried everything without success, but this new
medicine is great.'
- He
said he'd tried everything without success, but the new medicine was
great.
No backshift
Pronouns, demonstratives and adverbs of time and place
Pronouns usually change in indirect speech.
'I enjoy working in my garden,' said Bob.
- Bob
said that he enjoyed working in his garden.
'We played tennis for our school,' said Alina.
- Alina
told me they'd played tennis for their school.
However, if you are the person or one of the people who
spoke, then the pronouns don't change.
'I'm working on my thesis,' I said.
- I
told her that I was working on my thesis.
We also change demonstratives and adverbs of time and place if they are no longer accurate.
'This is my house.'
- He
said this was his house. [You are currently in front of the
house.]
- He
said that was his house. [You are not currently in front of the
house.]
'We like it here.'
- She
told me they like it here. [You are currently in the place they
like.]
- She
told me they like it there. [You are not in the place they like.]
'I'm planning to do it today.'
- She
told me she's planning to do it today. [It is currently still the
same day.]
- She
told me she was planning to do it that day. [It is not the same
day any more.]
In the same way, these changes to those, now changes
to then, yesterday changes to the day
before, tomorrow changes to the next/following day and ago changes
to before.
Speaking Activity
- Can
you explain why poverty is considered one of the most pressing social
issues?
- What
are some ways in which education inequality affects communities worldwide?
- How
can homelessness be addressed at both local and national levels?
- Can
you provide an example of a social problem that is often overlooked by
society?
- What
measures can be taken to combat discrimination and promote inclusivity in
society?
- Have
you ever been affected by gender inequality in your personal or
professional life?
- How
do you think climate change impacts disadvantaged communities differently?
- Do
you believe that access to healthcare should be considered a fundamental
human right?
- What
role do governments play in addressing social problems, and how effective
are their efforts?
- What
actions can individuals take to contribute positively to solving social
problems in their communities?
- Do
you think social media has positively or negatively impacted how
society perceives and addresses social issues?
- Could
you share an example of a social problem that has been exacerbated by the
COVID-19 pandemic?
Writing Task: Personal link - Logbook
Begin by selecting a social issue that interests you or one
that you believe is particularly relevant or prevalent in society today. Some
examples include poverty, climate change, gender inequality, racial
discrimination, and access to education. Research your chosen social
problem to gather relevant information, statistics, and examples illustrating the issue and its impact on individuals and communities.
ACTIVITIES - April 23rd - Unit 1
2. A good idea for testing our English level is to look for online leveling tests.
Let´s try this one: Quiz
3. Grammar review:
In this activity, you need to say whether you agree or disagree with the different situations.
Use the statements to express agreement and disagreement:
AGREEMENT | PARTIAL AGREEMENT | DISAGREEMENT |
I see your point… I get what you mean… I understand where you’re coming from… That’s a good point… You took the words out of my mouth… That’s just what I was going to say… I couldn’t agree more | Yes, but… I partly agree, however,… That may be true, but… You might have a point… Though I understand your point,… It could be right, whereas… | I don’t see what you mean That can’t be right! No way! Are you serious? You must be joking! You must be mistaken. There is no way on earth… Are you pulling my leg? nonsense… |
Decide if you agree or disagree with the statement and discuss it with a partner (4 minutes):
- People say that you should work to live and not live to work. What’s your belief?
- Everyone thinks that climate change needs to be dealt with. What do you think?
- It is thought that we need five pieces of fruit and vegetables each day. Do you agree?
- Money can’t buy you happiness. How far do you understand this point?
- Some people say that technology is reducing our attention span. What’s your view?
- It is said that the world is more corrupt than in the past. What do you reckon?
- Everybody says that traveling opens your mind. Do you agree with the statement?
- Having children changes your life forever. Do you share this view?
Write a short obituary (a mini biography about someone who died) using the passive voice tense.
Example
Maya Angelou (April 4, 1928 – May 28, 2014)
Maya Angelou was known around the world as a powerful writer and civil rights activist. Her books and poems were read by millions of people. In the early years, Maya Angelou was raised by her grandmother. When she got older, she was returned to her birth mother. Even though she didn’t go to university, she was awarded many honorary degrees. Her wise lectures were enjoyed by many students on graduation day, and her positive attitude was appreciated by many world leaders and figureheads. Maya Angelou was invited to speak at President Clinton’s inauguration and was often cited as Oprah Winfrey’s mentor. A number of articles, tributes, and tweets were written about this inspiring woman after she died on May 28, 2014. She was 86 years old.
ACTIVITIES - April 18th - Unit 1
Please write down what you understand from the audio in your personal link.
Explanation
The passive voice is often used in formal texts. Switching to the active voice will make your writing clearer and easier to read.
| Passive | Active |
|---|---|
| A great deal of meaning is conveyed by a few well-chosen words. | A few well-chosen words convey a great deal of meaning. |
| Our planet is wrapped in a mass of gases. | A mass of gases wrap around our planet. |
| Waste materials are disposed of in a variety of ways. | The city disposes of waste materials in a variety of ways. |
If we want to say who or what performs the action while using the passive voice, we use the preposition by. When we know who performed the action and are interested in him, it is always better to switch to the active voice instead.
| Passive | Active |
|---|---|
| "A Hard Day's Night" was written by the Beatles. | The Beatles wrote "A Hard Day's Night". |
| The movie ET was directed by Spielberg. | Spielberg directed the movie ET. |
| This house was built by my father. | My father built this house. |
Read more about the passive voice and active equivalents for all English verb tenses.
Forming the passive voice
The passive voice in English is composed of two elements:
the appropriate form of the verb 'to be' + past participle
| Affirmative | Negative | Interrogative | Negative interrogative |
|---|---|---|---|
| The house was built in 1899. | The house wasn't built in 1899. | Was the house built in 1899? | Wasn't the house built in 1899? |
| These houses were built in 1899. | These houses weren't built in 1899. | Were these houses built in 1899? | Weren't these houses built in 1899? |
To clean, passive voice
| Subject | + to be (conjugated) | + past participle | + rest of sentence |
|---|---|---|---|
| Simple present | |||
| The house | is | cleaned | every day. |
| Present continuous | |||
| The house | is being | cleaned | at the moment. |
| Simple past | |||
| The house | was | cleaned | yesterday. |
| Past continuous | |||
| The house | was being | cleaned | last week. |
| Present perfect | |||
| The house | has been | cleaned | since you left. |
| Past perfect | |||
| The house | had been | cleaned | before they arrived. |
| Future | |||
| The house | will be | cleaned | next week. |
| Future continuous | |||
| The house | will be being | cleaned | tomorrow. |
| Present conditional | |||
| The house | would be | cleaned | if they had visitors. |
| Past conditional | |||
| The house | would have been | cleaned | if it had been dirty. |
| Infinitive | |||
| The house | must be | cleaned | before we arrive. |
Passive voice with infinitives
The infinitive passive voice is used after modal verbs and other most verbs normally followed by an infinitive.
Examples
- You have to be tested on your English grammar.
- John might be promoted next year.
- She wants to be invited to the party.
- I expect to be surprised on my birthday.
- You may be disappointed.
Passive voice with gerunds
Gerunds are used after prepositions and verbs normally followed by a gerund.
Examples
- I remember being taught to drive.
- The children are excited about being taken to the zoo.
- The children are excited to be taken to the zoo.
- Most film stars hate being interviewed.
- Most film stars hate to be interviewed.
- Poodles like to be pampered.
- Poodles like being pampered.
Speaking Activity:
Discussion about stress
1. What are some situations that cause stress?
2. What are the biggest causes of stress in your life? What about at work?
3. Which people cause you the most stress at work?
4. Do you work well under pressure? Why or why not?
5. Which jobs do you think are the most stressful and why? Which jobs do you think are the least
stressful and why?
6. Do many people take time off work because of stress? How is this viewed in your country? Is it
accepted or stigmatized?
7. Would you prefer a high-paid job that was very stressful, or a low-paid job free of stress? Why?
8. What are some ways people can relieve their stress?
Writing Activity
Use your personal link (please in the first line... do not do it at the end)
Write about stress using passive voice. Please underline the expressions in passive voice
You have noticed that some members of your team appear to be very stressed at the moment. Write an email to your team advising them about how to deal with stress. Include information about how they can manage their workloads better to avoid stress, and how to relieve stress if they experience it.
2. Use the vocabulary below
• to stress [someone] out (verb), stressed out (adjective) – to make someone very stressed; very stressed.
• burnt out (adjective) – very tired or exhausted after doing something too much.
• workload (noun) – the amount of work to do.
• workaholic (noun) – somebody who is addicted to work; somebody who works too much.
• to be up to your neck in something (idiom) – to be overwhelmed by something; to have too much to do.
• to be snowed under (idiom) – to have so much work that it is difficult to manage.
ACTIVITIES - April 16th - Unit 1
Let´s Start
Let´s introduce ourselves in the forum - Unit 0
Tongue twisters: "What are tongue twisters useful for?"
Create your Personal link - Logbook
Contemporary problems are numerous and diverse, covering a wide range of fields and issues. Here are some topics related to those problems. Some of them will be covered in this level (11).
Climate Change and Environmental Issues:
Global warming and its effects on ecosystems and communities.
Rising sea levels and coastal vulnerability. "2"
Biodiversity loss and habitat destruction.
Plastic pollution and waste management.
Speaking about:
Global warming and its effects on ecosystems and communities.
1. Read information about the topic.
2. Share information with your partners.
3. Answer these questions about the topic:
- · How does global warming impact biodiversity within ecosystems?
- · What are the potential consequences of rising sea levels on coastal communities due to global warming?
- · How do increased global temperatures affect the distribution and behavior of plant and animal species?
- · What role does global warming play in the frequency and intensity of extreme weather events, and how does this impact communities?
- · How are coral reefs being affected by global warming, and what does this mean for marine ecosystems and the people who depend on them?
- · In what ways does global warming contribute to disruptions in food chains and the overall stability of ecosystems?
- · How are indigenous communities particularly vulnerable to the effects of global warming on their traditional ways of life and natural resources?
- · What are some examples of invasive species thriving in warmer climates, and how do they impact local ecosystems and economies?
- · How does global warming influence the availability of freshwater resources and what are the implications for communities that rely on them?· What steps can urban areas take to mitigate the urban heat island effect and its impacts on community health and well-being?
- · How does global warming exacerbate air quality issues, and what are the health implications for communities exposed to higher levels of air pollution?
- · How are agricultural practices and crop yields affected by changing climate patterns caused by global warming, and how does this impact global food security?
- · What is the relationship between global warming, melting ice caps, and the potential displacement of communities living in polar regions?
- · How does global warming contribute to the spread of infectious diseases, and how do communities need to adapt to these new health challenges?·
Answers:
- The team worked tirelessly on the project; therefore, they were recognized for their efforts.
- The heavy rainfall caused flooding in several areas; consequently, many roads were closed.
- The new software update significantly improved performance; as a result, customer satisfaction increased.
- The CEO announced new expansion plans; thus, the company's stock price rose.
- The concert tickets sold out within hours; therefore, additional shows were scheduled.
- The airline experienced delays due to technical issues; thereby, passengers were offered compensation.
- The fire damaged the building extensively; accordingly, repairs will take several months.
- The team's hard work paid off; hence, they won the championship.
- The patient adhered strictly to their medication regimen; consequently, their symptoms improved significantly.
- The surgeon performed a successful bypass surgery; thus, the patient's heart function normalized.
- The laboratory results showed elevated levels of cholesterol; therefore, dietary changes were recommended.
- The medication dosage was adjusted according to the patient's response; thereby, adverse effects were minimized.
- The physical therapy sessions were completed regularly; as a result, the patient regained full range of motion in their shoulder.
- The vaccination campaign was launched in the community; accordingly, the incidence of the disease decreased.
- The patient's condition deteriorated rapidly; hence, immediate intervention was necessary.
- The preventive measures were implemented in the hospital; therefore, the infection rates declined.
hat is a common phobia you know about? A common phobia is arachnophobia, which is the fear of spiders.
Do you have any phobias yourself? If so, what are they? Yes, I have a fear of heights (acrophobia).
How does someone typically react when they encounter their phobia? They might experience increased heart rate, sweating, trembling, or a strong urge to flee.
If someone is afraid of spiders, what might happen if they see one? They might scream, run away, or freeze in fear.
What adverb could you use to explain the consequence of encountering a spider for someone with arachnophobia? Consequently, they might avoid going into certain rooms or outdoor areas where spiders could be present.
Why do you think people develop phobias? People might develop phobias due to traumatic experiences, learned behavior, or genetic predispositions.
Can phobias be overcome? How? Yes, phobias can be overcome through therapy (like exposure therapy) and gradually facing the feared object or situation.
What might happen if someone with claustrophobia enters a small, enclosed space? They might feel intense anxiety, have difficulty breathing, or try to escape.
Use an adverb to describe the consequence of being in a crowded elevator for someone with claustrophobia. Therefore, they might avoid using elevators altogether.
How would you feel if you had to confront your biggest fear? I would feel nervous and scared, but also determined to overcome it.
What could happen if someone with acrophobia goes to the top of a tall building? They might feel dizzy, nauseous, or panicky.
Describe the outcome using an adverb if someone with acrophobia looks down from a tall height. Consequently, they might experience a strong sense of fear and discomfort.
Do you think fear is a good or bad thing? Why? Fear can be a natural response that protects us from danger, but excessive fear can be limiting and detrimental to our well-being.
What could be a consequence of fear in certain situations? Fear can lead to avoidance behavior, missed opportunities, or heightened stress.
How might fear affect someone's daily life? Fear can impact decision-making, social interactions, and overall quality of life.
Use an adverb to describe the effect of facing fear bravely. Accordingly, facing fear bravely can lead to personal growth and increased confidence.
Have you ever helped someone overcome their fear? How? Yes, I have supported friends by encouraging them to gradually face their fears in a safe and controlled manner.
What advice would you give to someone struggling with a phobia? I would advise seeking professional help and taking small steps towards confronting the fear gradually.
If someone has glossophobia (fear of public speaking), what might happen if they have to give a speech? They might experience stage fright, including sweating, trembling, and difficulty speaking.
Summarize how phobias can impact someone's life using an adverb. Consequently, phobias can significantly restrict one's activities and limit their enjoyment of life.
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