If you need information about the previous activities you can open them in Intensive English A1
Practice with affixes - Part 3
Speaking activity: You have one minute to answer.
1. At Café Moushkin you can
a) meet a new girlfriend
b) have a great meal in a familiar place
c) eat free soup when you order a meal
d) choose from a wide variety of soups.
2. What season is it?
a) the end of spring and the beginning of summer.
b) the beginning of winter
c) the beginning of fall
d) the middle of summer
3. The ad says that Café Moushkin is
a) the most popular place in town
b) very cheap
c) affordable.
d) only open for a month during the soup festival
Listening
https://cielz.ca/listening_int5.php
Practice with affixes
Speaking activity / Project activity.
What is the deepest point in the world's oceans, and how deep is it?
Which animal has the longest lifespan, and how many years can it live?
What is the smallest country in the world by land area?
What is the only mammal capable of true flight?
How many countries are there today, and which is the newest one?
What is the tallest building in the world, and where is it located?
Which desert is the largest in the world, and what makes it unique?
What natural phenomenon is responsible for the Northern Lights?
What is the hottest recorded temperature on Earth, and where did it occur?
Which country consumes the most chocolate per capita?
What is the largest living organism on Earth, and where can it be found?
Which river is the longest in the world, and how long is it?
What is the oldest continuously inhabited city in the world?
What is the most spoken language in the world by native speakers?
How does Mount Everest's height compare to other mountains, and why does it continue to grow?
What is the largest desert in the world, and why is it often mistaken for a different type of landscape?
How do animals like the Arctic fox and the camel adapt to extreme environments, and what unique features help them survive?
What is the deepest part of the ocean, and what kinds of creatures live in such extreme depths?
Which human-made structure is visible from space, and what misconceptions exist about this fact?
What is the longest river in the world, and how does it compare to other major rivers in terms of size and importance?
How do the Northern and Southern Hemispheres experience seasons differently, and what causes these variations?
What are some of the oldest living organisms on Earth, and how have they managed to survive for thousands of years?
What is the tallest mountain on each continent, and how do climbers prepare to ascend such challenging peaks?
What are some surprising facts about human anatomy that many people might not know, like the number of bones in a newborn versus an adult?
What is the origin of the most commonly spoken languages in the world, and how did they spread across different continents?
READING COMPREHENSION PRACTICE TEST
Questions 1 through 7 refer to the following passage:
In the 16th century, an age of great marine and terrestrial exploration, Ferdinand Magellan led the first expedition to sail worldwide. As a young Portuguese noble, he served the king of Portugal, but he became involved in the quagmire of political intrigue at court and lost the king’s favor. After being dismissed from service by the king of Portugal, he offered to serve the future Emperor Charles V of Spain.
A papal decree of 1493 had assigned all land in the New World west of 50 degrees W longitude to Spain and all the land east of that line to Portugal. Magellan offered to prove that the East Indies fell under Spanish authority. On September 20, 1519, Magellan set sail from Spain with five ships. More than a year later, one of these ships was exploring the topography of South America in search of a water route across the continent. This ship sank, but the remaining four ships searched along the southern peninsula of South America. Finally, they found the passage they sought near 50 degrees S latitude. Magellan named this passage the Strait of All Saints, but today it is known as the Strait of Magellan.
One ship deserted while in this passage and returned to Spain, so fewer sailors were privileged to gaze at that first panorama of the Pacific Ocean. Those who remained crossed the meridian now known as the International Date Line in the early spring of 1521 after 98 days on the Pacific Ocean. During those long days at sea, many of Magellan’s men died of starvation and disease.
Later, Magellan became involved in an insular conflict in the Philippines and was killed in a tribal battle. Only one ship and 17 sailors under the command of the Basque navigator Elcano survived to complete the westward journey to Spain and thus prove once and for all that the world is round, with no precipice at the edge.
1. The 16th century was an age of great ______ exploration.
1. cosmic
2. land
3. mental
4. common man
5. None of the above
2. Magellan lost the favor of the king of Portugal when he became involved in a political ________.
1. entanglement
2. discussion
3. negotiation
4. problem
5. None of the above
3. The Pope divided New World lands between Spain and Portugal according to their location on one side or the other of an imaginary geographical line 50 degrees west of Greenwich that extends in a _________ direction.
1. north and south
2. crosswise
3. easterly
4. south east
5. north and west
4. One of Magellan’s ships explored the _________ of South America for a passage across the continent.
1. coastline
2. mountain range
3. physical features
4. islands
5. None of the above
5. Four of the ships sought a passage along a southern ______.
1. coast
2. inland
3. body of land with water on three sides
4. border
5. Answer not available
6. The passage was found near 50 degrees S of ________.
1. Greenwich
2. The equator
3. Spain
4. Portugal
5. Madrid
7. In the spring of 1521, the ships crossed the _______ now called the International Date Line.
1. imaginary circle passing through the poles
2. imaginary line parallel to the equator
3. area
4. land mass
5. Answer not available
1. B
“Terrestrial” means land. No choice here offers a synonym for “marine,” e.g. nautical/naval/water/seagoing, and no other choices match either marine or terrestrial.
2. A
“Quagmire” means literally a bog or marsh, and figuratively an involved situation difficult to escape; entanglement is a synonym, more specifically similar than the other choices.
3. A
Longitudes are imaginary geographical lines running north and south. Latitudes run east and west. The other choices do not equal either latitude or longitude in direction.
4. C
Topography means the physical features of a land mass. It does not mean coastline (A), mountain range (B), or islands (D).
5. C
A peninsula is a piece of land connected to the mainland by an isthmus and projecting into the ocean such that it is surrounded on three sides by water. A peninsula is not a coast (A); it is not found inland (B); and it is not a border (D).
6. B
The passage was found near 50 degrees S latitude. Latitudes are measured horizontally, in relation to the equator or central imaginary line, equidistant between the North and South Poles. Longitudes are measured vertically. Greenwich (A), the location of zero degrees longitude, adopted as the global standard, is both incorrect and never named in the passage. Spain (C), Portugal (D), and Madrid (E) in Spain are also incorrect.
7. A
Meridians are imaginary geographical circles intersecting the poles. Imaginary lines parallel to the equator (B) are latitudes. The International Date Line is a specific meridian, not an area (C). It is not a land mass (D) as it crosses both water and land.
Defining Creativity and Innovation
Creativity is the act of turning new and imaginative ideas into reality. It is characterized by the ability to perceive the world in new ways, find hidden patterns, make connections between seemingly unrelated phenomena, and generate solutions. Creativity involves two processes: thinking and producing.
If you have ideas but don’t act on them, you are imaginative but not creative.
“Creativity is a combinatorial force: it’s our ability to tap into our ‘inner’ pool of resources – knowledge, insight, information, inspiration and all the fragments populating our minds – that we’ve accumulated over the years just by being present and alive and awake to the world and to combine them in extraordinary new ways.” — Maria Popova, Brainpickings
“Creativity is the process of bringing something new into being. Creativity requires passion and commitment. It brings to our awareness what was previously hidden and points to new life. The experience is one of heightened consciousness: ecstasy.” – Rollo May, The Courage to Create
Is this possible in business? I believe so, but you have to be willing to take risks and progress through discomfort to get to the finish line.
(Retrieved from: https://www.creativityatwork.com/2014/02/17/what-is-creativity/)
Understanding stress in syllables involves recognizing which part of a word is pronounced with more emphasis or force. In English, one syllable in a word is typically stressed, meaning it is pronounced louder, longer, or with a higher pitch than the others. Here’s how to understand it:
1. Syllables
A syllable is a single sound unit of a word, often made up of a vowel sound with or without surrounding consonants. For example:
- Cat has one syllable.
- Apple has two syllables: Ap-ple.
- Incredible has four syllables: In-cre-di-ble.
2. Stress
Stress refers to the emphasis placed on one syllable in a word. The stressed syllable is the one pronounced with more intensity. For example:
- In the word banana, the stress is on the second syllable: ba-NA-na.
- In television, the stress is on the first syllable: TE-le-vi-sion.
3. How to Identify Stressed Syllables
- Listen for emphasis: Pay attention to which part of the word sounds stronger or more pronounced.
- Practice with common words: When speaking or listening, notice which syllables feel like they are emphasized.
- Dictionaries: Most dictionaries indicate the stressed syllable with an apostrophe (´) before it. For example: \bə-ˈna-nə\ (banana).
4. Common Stress Patterns
Two-syllable nouns and adjectives: Usually stress the first syllable.
Examples: TAble, DOCtor, PREtty.Two-syllable verbs and prepositions: Usually stress the second syllable.
Examples: reLAX, aRRIVE, beTWEEN.Longer words: The position of the stress can vary, but it’s often towards the beginning or middle in many English words.
Examples: inCREDible, deVElopment.
5. Importance of Stress
Getting the stress right is important for clear pronunciation and understanding. Misplacing stress can make words difficult to understand or change their meaning. For example:
- PREsent (a gift) vs. preSENT (to show or introduce).
Practice Tip:
You can practice by listening to native speakers and repeating after them. Focus on how they stress different syllables in words. You can also break words down into syllables and practice saying them with emphasis on the correct syllable.
Here are more examples of words where the placement of stress changes the meaning of the word:
REcord (noun, a thing: a music album or a written account) vs. reCORD (verb, to capture sound or video)
- I bought a new REcord. (noun)
- Please reCORD the meeting. (verb)
CONtract (noun, a formal agreement) vs. conTRACT (verb, to shrink or make an agreement)
- He signed the CONtract yesterday. (noun)
- Muscles conTRACT when they are flexed. (verb)
INcrease (noun, a rise in something) vs. inCREASE (verb, to make something bigger)
- There was an INcrease in sales this year. (noun)
- They plan to inCREASE production next month. (verb)
DEsert (noun, a dry, sandy area) vs. deSERT (verb, to abandon or leave)
- The Sahara is a vast DEsert. (noun)
- The soldiers deSERTed their post. (verb)
CONtest (noun, a competition) vs. conTEST (verb, to challenge or dispute)
- She won the singing CONtest. (noun)
- They will conTEST the results of the election. (verb)
PERmit (noun, an official document) vs. perMIT (verb, to allow)
- You need a parking PERmit to park here. (noun)
- Will they perMIT us to enter the event? (verb)
PROduce (noun, fresh fruits and vegetables) vs. proDUCE (verb, to create or manufacture)
- I bought fresh PROduce at the market. (noun)
- The factory will proDUCE more cars this year. (verb)
EXport (noun, goods sent to another country) vs. exPORT (verb, to send goods to another country)
- China's EXports include electronics. (noun)
- They exPORT their products globally. (verb)
IMpact (noun, the effect of something) vs. imPACT (verb, to affect something)
- The new law had a major IMpact on the economy. (noun)
- The decision will imPACT our future plans. (verb)
REject (noun, something that has been discarded) vs. reJECT (verb, to refuse)
- The factory had a pile of REjects. (noun)
- They decided to reJECT the proposal. (verb)
These examples illustrate how the same word can function as a noun or verb depending on where the stress falls, which can change its meaning completely.
TOO AND ENOUGH
The adverb “too” express “more than required”.
I’m going anywhere. I’m too tired.
You’ve packed too many things.
Determiner “enough” express “as much as we need or want”.
He’s old enough to understand that money doesn’t grow on trees.
“Too” cannot stand before an expression adjective + noun in singular without adding a preposition before a noun:
This shirt is too small for me.
This is too small a shirt for me.
TOO | |
too + adjective | It’s too hot outside |
too many/ few + countable noun (plural) | There are too many girls in this class. |
too much + uncountable noun | You’ve put too much salt into this soup! |
too + adjectives + infinitive | I was too sleepy to watch TV. |
ENOUGH | |
adjective/ adverb+enough | Is it warm enough to walk? |
enough + countable noun(plural) | Do you have enough chairs for everyone? |
enough + uncountable noun | Do you have enough room in the car for six kids and a dog? |
adjective + enough + infinitive | Is she strong enough to lift this box? |
STILL, YET AND ALREADY
STILL
Word “still” is used to emphasize the duration of some activity in the described moment.
It appears in questions and affirmative sentences.
Are you still working on this project?
I’m still living in the same house. In questions and affirmative sentences “still” stands in the middle of a sentence – before the main verb.
I was still working when you went to bed.
In negative sentences “still” can appear only with auxiliary verb + n’t,
can’t, haven’t and always stands before an auxiliary verb.
He still hasn’t read your message.
YET
The word “yet“ is used when asking if a particular activity is done or when explaining this activity is not done (though it should be done).
It appears in questions and negative sentences (mostly using Present Perfect tense):
Are you ready yet?
I haven’t had breakfast yet.
“Yet” stands always at the end of questions or negative sentences.
He hasn’t arrived yet.
When asking if some activity still continues and saying it is not done, “yet” must/shall be used:
Have you cleaned the window yet?
I haven’t cleaned the window yet.
ALREADY
“Already” is used when talking about something that has happened.
Already stands in the middle of a sentence – before a primary verb.
Has your friend already left?
I’ve already seen this film.
Appear in questions and affirmative sentences (mostly using Present Perfect or Simple Present tenses)
She‘s already gone.
Don’t tell me the story. I already know it.
When announcing that a particular activity is done, “already” shall be used:
I have already cleaned the window.
ANY LONGER/ ANY MORE
We use “any longer/any more” to express that some activity is no longer going on or that something has changed:
The window is no longer dirty.
The window isn’t dirty any longer.
The window isn’t dirty anymore.
1. Any longer
- Used in negative sentences to indicate that something has stopped happening or is no longer the case.
- It goes at the end of the sentence.
Structure:
Subject + negative verb + any longer.
Examples:
- She doesn't live here any longer.
(Ella ya no vive aquí.) - I don’t work for that company any longer.
(Ya no trabajo para esa empresa.)
2. Any more
- "Any more" has the same meaning as "any longer" and is often used in American English.
- It also goes at the end of negative sentences.
Structure:
Subject + negative verb + any more.
Examples:
- He doesn't play basketball any more.
- We don’t talk to each other any more.
3. No more / no longer
- "No more" is used to express that something has completely stopped. It is often used with nouns to show there is none left or no longer available.
- It can be used in affirmative sentences to convey a negative idea and often sounds more informal.
Structure:
a) There is/are + no more + noun.
b) Subject + verb + no more (informal context).
Examples:
- There is no more milk in the fridge.
- I want no more of this.
- They have no more patience.
Check this video
General Understanding
- What is the main point Mark Gungor is trying to convey with the "Tale of Two Brains" analogy?
- How does Gungor describe the differences between how men and women think and communicate?
- Can you summarize the key differences between the "men's brain" and the "women's brain" according to the video?
Critical Thinking
- Do you agree with Mark Gungor’s view on the way men and women think? Why or why not?
- How does the analogy of the “nothing box” reflect on the way men handle stress or emotions, according to Gungor?
- Gungor’s descriptions are humorous and stereotypical. How might these stereotypes influence perceptions of gender roles in relationships?
Reflection on Relationships
- How could the concepts shared in the video affect communication within romantic relationships?
- Have you experienced any situations that align with Gungor’s explanation of how men and women approach communication or problem-solving?
- How could couples use the insights from this video to better understand each other and improve their relationship?
Gender and Society
- Do you think the differences between men’s and women’s thinking are a result of biology or social conditioning? What are your thoughts?
- What role does humor play in addressing sensitive topics like gender differences in communication? Do you think this approach is effective?
- In what ways might generalizations about gender thinking, like those presented in the video, be helpful or harmful in society?
Application and Takeaways
- What practical advice or insights from the video could be applied to your own life or relationships?
- How can understanding these differences improve workplace dynamics or friendships between men and women?
- Do you think the "Tale of Two Brains" should be used as a guide for understanding relationships, or is it just for entertainment? Why?
MIGRATION FROM VENEZUELA
Colombia has received by far the largest number of Venezuelan exiles fleeing the human rights and humanitarian crisis in Venezuela. As of June 2020, more than 1.7 million Venezuelans lived in Colombia.
In July 2017, the Colombian government created a special permit allowing Venezuelans who enter the country legally but overstay visas to regularize their status and obtain work permits and access to basic public services. As of August 2020, over 600,000 Venezuelans had obtained the permit.
In November 2019, Colombian authorities expelled 60 Venezuelans are accused of compromising public order and national security in the context of nationwide protests. Some expulsions appear to be arbitrary.
Between March and August, as the Covid-19 pandemic raged, more than 100,000 Venezuelans returned to their country.
INDIGENOUS RIGHTS
Indigenous people in Colombia endure disproportionate levels of poverty, impeding their ability to exercise their social and economic rights. In 2019, at least 64 children under age five—the majority of them belonging to Wayuu indigenous communities—died in the state of La Guajira of causes associated with malnutrition and limited access to drinking safe drinking water. Inadequate government efforts and the Covid-19 lockdown have exacerbated the Wayuu malnutrition crisis.
DISABILITY RIGHTS
Colombia adopted Law 1996, which recognizes the full legal capacity for people with disabilities. Legal capacity has been considered a threshold right because it is instrumental to enjoy other rights, like the right to marry, have a family, enter into financial transactions, and exercising political rights. In 2019, a law clinic and a private citizen challenged the constitutionality of Law 1996. A Constitutional Court ruling was pending at the time of writing.
Retrieved from https://www.hrw.org/world-report/2021/country-chapters/colombia
Part 1
Preview questions
- What are your expectations regarding the potential solutions that "Cowspiracy" might propose to address the environmental problems associated with animal agriculture?
- In terms of approach, do you expect "Cowspiracy" to be more informative, persuasive, or a combination of both in presenting the environmental consequences of animal agriculture?
- How do you anticipate the documentary will influence viewers in terms of rethinking their lifestyle choices, especially regarding dietary habits?
- Do you expect "Cowspiracy" to present a balanced view of the economic and political dimensions of the issues discussed, or do you anticipate a more focused exploration of the environmental impact?
Part 2
Documentary
Part 3
Chat room
1. In your opinion, how might the documentary contribute to the ongoing conversation about sustainable living and environmental responsibility?
2. Do you think "Cowspiracy" will focus solely on the environmental aspects of animal agriculture, or do you anticipate a broader exploration of related economic and political factors?
3. How do you think the documentary will balance delivering a compelling message with providing a fair and accurate representation of the issues at hand?
4. Given that "Cowspiracy" has been criticized for oversimplifying complex problems, how do you think the filmmakers will navigate this challenge in presenting their argument?
5. What role do you think personal dietary choices will play in the documentary's exploration of environmental sustainability?
6. Are you expecting the film to be more informative, persuasive, or a combination of both in its approach to presenting the environmental consequences of animal agriculture?
7. How do you think "Cowspiracy" will contribute to raising awareness among viewers who may not have previously considered the impact of their food choices on the environment?
8. Do you anticipate that the documentary will explore alternative perspectives or potential counterarguments to its central thesis?
9. In what ways do you think "Cowspiracy" might inspire or encourage viewers to rethink their own lifestyle choices, particularly in relation to diet?
10.How might the documentary address the interconnectedness of various environmental problems and the role of animal agriculture in exacerbating them?
11.In your opinion, what impact do you think "Cowspiracy" might have on public perception and awareness of sustainable living practices?
12.What discussions or debates do you anticipate "Cowspiracy" might spark among viewers, and how do you think it could contribute to ongoing conversations about environmental responsibility?
- What role does government regulation play in controlling the ethical treatment of animals in factory farms, and how could these regulations be improved?
- How does factory farming affect biodiversity and local ecosystems, and what are the long-term consequences of these impacts?
- What alternatives to factory farming exist, and how feasible is it to transition to more humane and environmentally friendly farming practices globally?
- How does the overuse of antibiotics in factory farming affect human health, and what can be done to reduce antibiotic resistance caused by this practice?
- In what ways do factory farming practices contribute to greenhouse gas emissions, and how might reducing reliance on industrial farming help combat climate change?
- What psychological toll do factory farming conditions take on workers, particularly those involved in slaughtering and handling animals, and how can their mental health be supported?
- How does factory farming contribute to the contamination of soil and water sources, and what policies could be implemented to mitigate these effects?
- What role do large corporations play in promoting factory farming, and how could corporate responsibility and transparency be improved in this industry?
- How do cultural and societal attitudes toward meat consumption influence the prevalence of factory farming, and what steps can be taken to shift these attitudes?
- What innovations or technologies are emerging that might reduce the negative impacts of factory farming on animals, workers, and the environment?
- Read the information and be aware of the differences you find.
- The question mark
- The colon
- The semicolon
- The quotation mark
- The apostrophe
- The hyphen and the dash
- Parentheses and brackets
a. to an art museum
b. to a shopping center
c. to a park
2. What kind of restaurant do they want to visit for lunch?
a. Indian
b. Indonesian
c. Italian
3. The man wants to visit the zoo because _____.
a. it is free to visitors that day
b. the zoo will be closed the rest of the week
c. there are unusual animals there
4. They are going to the sea by _____.
a. taxi
b. subway
c. bus
Your Letters
This month we feature your early driving experiences.A
I'd been taking lessons for a year before I passed my driving test at the age of eighteen, but my dad never gave me any help. Even after I'd passed he never let me use the car. So I used to take my dad's keys before leaving the apartment block where we lived and would run around to the car park at the back where my father left the car at night. He hardly ever used the car after getting in from work. I used to go and see my girlfriend or just drive around and then come back and leave the car in exactly the same place. One night though, I got back at around ten thirty only to find there were no parking spaces left. I suppose because I went in and told my dad the truth straight away he was quite good about it. Although he did stop my allowance for four weeks.
Terry
B
My most unfortunate driving experience happened ages ago, before I'd actually passed my driving test. My girlfriend's father used to let her borrow his car whenever we were going to the cinema or something. Anyway, I'd been thinking about learning to drive and I persuaded her to let me have a go. We took the car down to the beach on the sand where no one could see us and she let me take the wheel. We were having such fun that we didn't notice the tide was coming in until the car was actually swimming in the water. We had to leave the car where it was and catch the bus back to tell her dad. By the time the three of us returned, the car was almost covered in water. Needless to say, her father wasn't too pleased. The funny thing is her dad ended up selling me the car after I passed my test.
Carl
C
I was teaching my mum to drive and we were coming down a rather narrow road which had cars parked on both sides. Suddenly, from nowhere there was a young man on a bike coming towards us. Mum slammed the brakes on but she crashed into us, landed on the car, and then rolled off. My mother and I both jumped out of the car to see if he was all right. Fortunately, he stood up and said he was OK, just a little shaken. My mum offered to give him some money for the repair of the bike, and then an old lady came along. When she saw what had happened, she began shouting at my mother, saying she must have been driving too fast and that it was a bad example to set her young daughter. Poor old mum didn't say a word and I had to explain that she was still learning to drive.
Sarah
D
My advice about learning to drive would be to have proper lessons from a qualified instructor and never to let a friend or family member try to teach you. It's a guaranteed way to spoil a good relationship. Every Sunday, when the traffic was quieter, my father would pick me up and take me for a drive along the streets of our hometown and give me a lecture on how to drive, explaining everything he was doing and why. Eventually, it was my turn to have a go. My dad was so nervous that he panicked before I'd even started up the engine. He used to shout at the slightest mistake, and when the lesson was finally over he'd come home and have a large glass of whisky to calm down.
Karen
E
I didn't start learning to drive until I was twenty-one. I'd spent lots of money on lessons but I was a terrible driver, I must admit. The first time I took my driving test nobody expected me to pass. But after failing another four times the pressure was really on. I took my test for a sixth time and failed yet again, but I was too embarrassed to admit it to my family, so I just pretended that I'd passed after all. My family was delighted and my mother went out and bought me a car the next day. I didn't know what to do so I just got in and drove. I continued to drive - illegally - for three months. Fortunately, I was never stopped by the police, and the next time I took my driving test I passed.
Mike
The period (or full stop in British English)
Timing
- Is being late acceptable in your culture?
- Are you ever late for appointments?
- What type of excuses do you think are alright for lateness?
- How do you feel when someone is late for an appointment with you?
Neighbours
Let’s change the topic and talk about your neighbours
- Do you know the people who live next door to you?
- How often do you see each other?
- What kind of relationship do you have?
- How can neighbours be helpful?
- What kind of problems can people have with their neighbours in a big city?
Fashion and clothing
- Were you interested in fashion when you were a child?
- Is fashion important to you now?
- What types of clothes are fashionable for young people in your country these days?
- Does fashion change for people as they get older?
- What do you think are the effects of drinking too much alcohol on health?
- How can alcohol affect your relationships with friends and family?
- What activities can you enjoy instead of drinking alcohol?
- Why is it important to drink water or non-alcoholic drinks?
- How can we help someone who is drinking too much alcohol?
- What are some signs that someone may have a problem with alcohol?
- How can you have fun at a party without alcohol?
- What are some healthy habits that can replace drinking alcohol?
- Why is it good to know your limits when it comes to drinking?
- How can talking about feelings help us avoid alcohol abuse?
- What can people do to prevent alcoholism in their communities?
5 Emily...
a. pays her kids for each chore they do.
b. pays her kids extra money to wash cars.
c. never allows her children to stay up watching TV.
6 Which is true about Oliver?
a. Each child does four or five chores every week.
b. Their home is very messy.
c. His kids only do the chores that they choose.
7 According to Oliver,...
a. today, Ben is helping with the laundry.
b. one of the children is just three years old.
c. he and his wife both have jobs.
- What actions are usually taken to help people with alcoholism?
- Can you name any laws that were created to reduce alcohol abuse?
- What is something that is often said about the effects of alcohol on health?
- If someone close to you had a drinking problem, what would you do to help them?
- What would happen if people stopped drinking alcohol completely?
- If alcohol was banned, how do you think society would change?
- Do you think alcohol addiction is a really serious problem in your country?
- Can alcoholism be very dangerous for young people? Why or why not?
- Is it so important to educate people about the risks of alcohol? Why?
- Have you ever heard about campaigns that raise awareness about alcoholism?
- What support is available for people struggling with alcohol addiction in your country?
Reading comprehension
Passage # 3
5) Some modern anthropologists hold that biological evolution has shaped not only human morphology but also human behavior. The role those anthropologists ascribe to evolution is not of dictating the details of human behavior but one of imposing constraints – ways of feeling, thinking, and acting that ”come naturally” in archetypal situations in any culture. Our ”frailties” – emotions and motifs such as rage, fear, greed, gluttony, joy, lust, love-may be a very mixed assortment of qualities: we are, as we say, ”in the grip” of them. And thus they give us our sense of constraints.
Unhappily, some of those frailties our need for ever-increasing security among them are presently maladaptive. Yet beneath the overlay of cultural detail, they, too, are said to be biological in direction, and therefore as natural to us as are our appendixes. We would need to comprehend thoroughly their adaptive origins to understand how badly they guide us now. And we might then begin to resist their pressure.
1. The author implies that control to any extent over the ”frailties” that constrain our behavior is thought to presuppose
A. That those frailties and adaptive are recognized as currently beneficial and adaptive
B. That there is little or no overlay of cultural detail that masks their true nature.
C. That there are cultures in which those frailties do not ”come naturally” and from which such control can be learned
D. A full understanding of why those frailties evolved and how they function now
E. A thorough grasp of the principle that cultural detail in human behavior can differ arbitrarily from society to society.
2. It can be inferred that in his discussion of maladaptive frailties, the author assumes that
A. Evolution does not favor the emergence of adaptive characteristics over the emergence of maladaptive ones
B. Any structure or behavior not positively adaptive is regarded as transitory in evolutionary theory
C. Maladaptive characteristics, once fixed, make the emergence of other maladaptive characteristics more likely
D. The designation of a characteristic as being maladaptive must always remain highly tentative
E. Changes in the total human environment can outpace evolutionary change.
3. The primary purpose of the passage is to present
A. A position on the foundations of human behavior and on what those foundations imply
B. A theory outlining the parallel development of human morphology and of human behavior
C. A diagnostic test for separating biologically determining behavior patterns from culture-specific detail
D. An overview of those human emotions and motives that impose constraints on human behavior
E. A practical method for resting the pressures of biologically determined drives.
4. Which of the following most probably provides an appropriate analogy from human morphology for the ”details” versus ”constraints” distinction made in the passage concerning human behavior?
A. The ability of most people to see all the colors of the visible spectrum as against most people's inability to name any but the primary colors
B. The ability of even the least fortunate people to show compassion as against people’s inability to mask their feelings completely
C. The ability of some people to dive to great depths as against most people’s inability to swim long-distance
D. The psychological profile of those people who can delay gratification as against people’s inability to control their lives completely
E. The greater lung capacity of mountain people helps them live in oxygen-poor air as against people’s inability to fly without special apparatus.
1-D / 2-E / 3-A / 4-E
1 According to Ravi,...
a. four years old is too early to give chores to a child.
b. his child doesn't like to do housework.
c. children can do more things than we think.
2 Which chore
did Ravi's son do when he was four?
a. Take out the trash.
b. Make his bed.
c. Set the table.
3 According to Sophie...
a. their kids shout a lot.
b. it is hard to make her children do chores.
c. her teenagers only do the simplest tasks.
4 What does Sophie say about her children?
a. They didn't help at all when they were younger.
b. They don't walk the dog enough.
c. They never clear the table or take the rubbish out.
Exercise: Write:
1. I didn’t like the book. The story was _______ stupid. 2. The weather is beautiful, isn’t it? I didn’t expect it to be ______ nice day. 3. Some of us had to sit on the floor because there weren’t _____ chairs. 4. The wallet was _____ big to put in my pocket. 5. It’s a _____ interesting book. 6. I’m surprised you haven’t heard of her. She’s _____ famous. 7. That shirt is _____ smart for you. You need a larger size. 8. I like Liz and Joe. They are _____ nice. 9. It was _____ beautiful day we decided to go to the beach. | 1. so 2. such a 3. enough 4. too 5. very 6. quite 7. too 8. so 9. such a |
Conditionals Type II practice
1.
- What are the main arguments presented in The Social Dilemma regarding the impact of social media on society?
- How does the documentary illustrate the ways social media platforms manipulate user behavior?
- What ethical concerns are raised about the data collection practices of social media companies?
- In what ways does the documentary suggest social media affects mental health, particularly among young people?
- How does the film address the concept of addiction to social media use?
- What are some of the personal stories shared in the documentary, and how do they illustrate the broader issues discussed?
- How do the experts featured in the film propose we mitigate the negative effects of social media?
- What role do you think individuals play in contributing to or combating the dilemmas presented in the film?
- How does The Social Dilemma challenge the perception of social media as merely a tool for communication?
- What changes should be implemented by social media companies based on the issues raised in the documentary?
Reading Comprehension Activity
Passage # 2
2) Disequilibrium at the interface of water and air is a factor on which the transfer of heat and water vapor from the ocean to the air depends. The air within about a millimeter of the water is almost saturated with water vapor and the temperature of the air is close to that of the surface water. Irrespective of how small these differences might be, they are crucial, and the disequilibrium is maintained by air near the surface mixing with air higher up, which is typically appreciably cooler and lower in water vapor content. The turbulence, which takes its energy from the wind mixes the air. As the speed of wind increases, so does the turbulence, and consequently the rate of heat and moisture transfer. We can arrive at a detailed understanding of this phenomenon after further study. The transfer of momentum from wind to water, which occurs when waves are formed is an interacting and complicated phenomenon. When waves are made by the wind, it transfers important amounts of energy, which is consequently not available for the production of turbulence.
1. This passage principally intends to:
A. resolve a controversy
B. attempt a description of a phenomenon
C. sketch a theory
D. reinforce certain research findings
E. tabulate various observations
2. The wind over the ocean usually does which of the following according to the given passage?
I. Leads to cool, dry air coming in proximity to the ocean surface.
II. Maintains a steady rate of heat and moisture transfer between the ocean and the air.
III. Results in frequent changes in the ocean surface temperature.
A. I only
B. II only
C. I and II only
D. II and III only
E. I, II, and III
3. According to the author the present knowledge regarding heat and moisture transfer from the ocean to air as
A. revolutionary
B. inconsequential
C. outdated
D. derivative
E. incomplete
4. According to the given passage, in case the wind was to decrease until there was no wind at all, which of the following would occur?
A. The air, which is closest to the ocean surface would get saturated with water vapor.
B. The water would be cooler than the air closest to the ocean surface.
C. There would be a decrease in the amount of moisture in the air closest to the ocean surface.
D. There would be an increase in the rate of heat and moisture transfer.
E. The temperature of the air closest to the ocean and the air higher up would be the same.
1 B - 2 A - 3 E - 4 A
Grammar
Intensifiers - so, such, too, enough
Intensifiers are adverbs or adverbial phrases that strengthen the meaning of other expressions and show emphasis. Words that we commonly use as intensifiers include absolutely, completely, enough, extremely, highly, rather, really, so, such, too, totally, utterly, very, and at all.
"So" is used before an adjective or adverb to emphasize its degree.
Structure:
'So' means very
She's so talented. She plays the violin so well.
'So' can be used with a 'that clause' to show a result of the first clause.
The bed was so uncomfortable that I was barely able to sleep.
Examples:
- The movie was so interesting. (emphasizes how interesting it was)
- She speaks so quickly.
Note: You can also use "so" with "much" or "many."
- There were so many people at the concert.
- I have so much homework today.
"Such" is used before a noun (with or without an adjective) to emphasize how strong or extreme something is.
Structure:
such + adjective + noun
such + noun
'Such' is used in front of a noun or adjective.
They are such beautiful children.
If necessary, 'a/an' come after 'such' in a sentence.
This is such a beautiful garden.
He is such an ungrateful person.
Like 'so', 'such' can be used with a 'that clause' to show a result of the first clause.
It was such bad weather that we decided to cancel the party.
More Examples:
- It was such a beautiful day.
- He’s such a good teacher.
- They live in such a quiet neighborhood.
Note: "Such" is used with countable singular nouns, uncountable nouns, and plural nouns.
"Too" is used to show an excessive or negative degree of an adjective or adverb. It often implies a problem or something negative.
Structure:
too + adjective/adverb
'Too' means there is a lot of something. It has a negative connotation.
You can use 'too' before an adjective or an adverb.
The coffee was too hot. The car was traveling too fast.
Use 'too much' before a noun.
She ate too much candy and fell sick.
Also, use 'too much' after a verb.
She worked too much.
More examples:
- The soup is too hot. (It's so hot that it's uncomfortable to eat.)
- She drives too fast.
"Enough" shows that something is sufficient or adequate.
Structure:
adjective/adverb + enough
enough + noun
You can use
I was finally able to get enough rest last night.
You can use 'enough' after an adverb or verb.
He was frightened enough that he screamed for help.
It was yellow enough for us to see him in the crowd.
Sentences with 'enough' are sometimes followed by 'to' + verb infinitive
She was alert enough to notify the authorities.
More examples:
- The water isn’t cold enough to swim. (It needs to be colder.)
- Do you have enough money?
Note: When "enough" is used with adjectives or adverbs, it comes after them. When used with nouns, it comes before the noun.
Video explanation
Enjoy this video with more examples.
Attendance How has social media use affected the way people communicate and build relationships?
- What are the main arguments presented in The Social Dilemma regarding the impact of social media on society?
- How does the documentary illustrate the ways social media platforms manipulate user behavior?
- What ethical concerns are raised about the data collection practices of social media companies?
- In what ways does the documentary suggest social media affects mental health, particularly among young people?
- How does the film address the concept of addiction to social media use?
- What are some of the personal stories shared in the documentary, and how do they illustrate the broader issues discussed?
- How do the experts featured in the film propose we mitigate the negative effects of social media?
- What role do you think individuals play in contributing to or combating the dilemmas presented in the film?
- How does The Social Dilemma challenge the perception of social media as merely a tool for communication?
- What changes, if any, should be implemented by social media companies based on the issues raised in the documentary?
Conditional Types
Conditionals are sentences that express the result of a
specific condition. They often start with "if" and can be categorized
into three main types: zero-first, second, and third conditionals.
0. Zero Conditional
- Structure:
If + present simple, present simple.
- Use:
The zero conditional is used for general truths and scientific facts. It
describes situations that are always true and have predictable outcomes.
Example
- If
we pollute the air, it harms our health.
- This
statement reflects a scientific fact about air pollution and its direct
effect on human health.
I. First Conditional
- Structure:
If + present simple, will + base form of the verb.
- Use:
The first conditional is used for real and possible situations in the
future. It indicates that the outcome is likely to happen if the condition is fulfilled.
Example
- If
countries invest in renewable energy, they will reduce carbon emissions.
- This
scenario reflects a realistic future situation in which investment in clean
energy leads to a positive outcome for the environment.
II. Second Conditional
- Structure:
If + past simple, would + base form of the verb.
- Use:
The second conditional is used for hypothetical or unlikely situations. It
expresses scenarios that are not currently true or are imagined.
Example
- If
governments took climate change seriously, they would implement stricter
regulations.
- This
statement imagines an untrue situation, suggesting that
greater government action could lead to meaningful change in climate
policies.
III. Third Conditional
- Structure:
If + past perfect, would have + past participle.
- Use:
The third conditional is used for hypothetical situations in the past. It
expresses regrets or things that could have happened differently if the
past condition had been fulfilled.
Example
- If
world leaders had acted sooner to address climate change, we would have
prevented many natural disasters.
- This
statement reflects a situation that did not happen in the past, implying
that earlier action could have mitigated the effects of climate change and
avoided disasters.
Online Speaking Activity: Global Issues and Zero
Conditional
Objective:
To practice using the zero conditional structure while
discussing global issues
Discussion
Discuss the importance of understanding global issues
Reflect on how you can take action to address these issues
in your lives.
What global issues are you aware of?
Which global issues do you think affect us the most?
Examples:
- "If
the sea level rises, coastal areas flood."
- "If
we use more renewable energy, pollution decreases."
breakout rooms (climate change, pollution, poverty,
deforestation).
Think about cause-and-effect - possible solutions
- For
example, for climate change: "If we continue deforestation, global
warming accelerates."
Group Presentations
Each group will take turns presenting their zero conditional sentences to the class.
Partners Will ask questions and give additional examples
from other participants.
Exercises Passive voice
Used alone (i.e. when not followed by or or by nor) either and neither are used in the same way as both, with the following differences :
· Either and neither are never directly followed by an article or a determiner or a pronoun
· Either is a singular determiner or pronoun
· Either is sometimes used as an adverb standing at the end of a clause (example 16 below).
· Neither is normally used as a singular, but sometimes as a plural (example 6 below).
Neither has a negative value, so it is not necessary to put the verb in the negative as well.
Examples :
1. I support either team, but I prefer Manchester United.
2. I support neither of the teams, but I prefer Manchester United.
3. I support neither team, but I prefer Manchester United.
4. I don't support either of the teams, but I prefer Manchester United.
but not.....
I support either of teams nor I support neither of teams
5. Either answer can be justified
6. Neither of my parents is still working / are still working.
7. Either of these machines will do the job.
8. I don't want either of these machines.
9. I want neither of these machines.
10. Either of us will be happy to help you.
11. Neither of them could come to the meeting
but not.....
Neither of them couldn't come .... (That would be a double negative)
12. They didn't tell either of us what they were doing.
but not.....
They didn't tell neither of us .... (That would be a double negative)
13. My son and daughter are in high school now, but neither are doing very well.
14. Which do you like? I don't like either
15. Which do you like? I don't like either of them.
16. He doesn't drink coffee, but he doesn't drink tea either.
Footnote:
When used as correlating conjunctions, either and neither are often followed by a determiner, as in:
Neither the Queen nor the President was smiling for the cameras.
Reading Comprehension Activity
Directions:
Each GMAT (Graduate Management Admission Test) sample reading comprehension passage in this section is followed by questions based on the content of the reading passage. Read the passage carefully and choose the best answer to each question. The questions are to be answered based on what is stated or implied in the passage.
Passage # 1
1) But man is not destined to vanish. He can be killed, but he cannot be destroyed, because his soul is deathless and his spirit is irrepressible. Therefore, though the situation seems dark in the context of the confrontation between the superpowers, the silver lining is provided by the amazing phenomenon that the very nations that have spent incalculable resources and energy for the production of deadly weapons are desperately trying to find out how they might never be used. They threaten each other, intimidate each other, and go to the brink, but before the total hour arrives they withdraw from the brink.
- The main point from the author’s view is that
- Man’s soul and spirit can not be destroyed by superpowers.
- Man’s destiny is not fully clear or visible.
- Man’s soul and spirit are immortal.
- Man’s safety is assured by the delicate balance of power in terms of nuclear weapons.
- Human society will survive despite the serious threat of total annihilation.
- The phrase ‘Go to the brink’ in the passage means
- Retreating from extreme danger.
- Declare war on each other.
- Advancing to the stage of war but not engaging in it.
- Negotiate for peace.
- Commit suicide.
- In the author’s opinion
- Huge stockpiles of destructive weapons have so far saved mankind from a catastrophe.
- Superpowers have realized, at last, the need to abandon the production of lethal weapons.
- Mankind is heading towards complete destruction.
- Nations in possession of huge stockpiles of lethal weapons are trying hard to avoid actual conflict.
- There is a silver lining to the production of deadly weapons.
- ‘Irrepressible’ in the second line means
- incompatible
- strong
- oppressive
- unrestrainable
- unspirited
- A suitable title for the above passage is
- Destruction of mankind is inevitable.
- Man’s desire to survive inhibits the use of deadly weapons.
- The mounting cost of modern weapons.
- Threats and intimidation between superpowers.
- Cowardly retreat by a man
Speaking Activity: complete the statements and discuss the information.
Who Makes the World Go Round?
Retrieved from http://englishwithjennifer.wordpress.com
Most women like to hear that ________________________________________
Movie stars spend too much money on _________________________________
Some politicians ________________________________________________
A good number of college students ____________________________________
Most of the time, teachers __________________________________________
You can always find a couple of people at a party who _________________________
Many husbands tend to ___________________________________________
You’ll find dozens of city residents who complain about ____________
A lot of parents worry ____________________________________________
No sane person would agree to ______________________________________
Teenagers today spend a great deal of their time __________________________
All people need a little ___________________________________________
Several professional athletes are well-known for _________________________
___________________ is one person who could use a bit of humor in his/ her life.
Exercises Passive voice
This exercise is for introducing and exploring academic vocabulary for environmental issues in the classroom. First, listen to the audio and match the items to the pictures.
Retrieved from https://www.youtube.com/watch?v=urMUsjjh9r4&ab_channel=eslflow
Both, either, and neither
and how to use them
Information retrieved from: https://linguapress.com/grammar/points/both-either-neither.htm#:~:text=Definition%3A,people%2C%20objects%2C%20abstractions). For educational purposes only
In their most common uses, both, either and neither are binary connectors or determiners; in other words, they are used to associate or to link, either in the affirmative or in the negative, two entities (people, objects, abstractions).
Both, either and neither – and in particular both – have different functions. According to context (and to the grammar book you consult), they can be considered as quantifiers, adjectives, pronouns, correlating coordinators or adverbs. Their usage is actually fairly straightforward: so before looking at the different uses of these words, let's correct some of the mistakes that students often make.
1. Incorrect use of both, either and neither
The mistakes you should not make....
RULE 1.
NEVER put an article or another determiner directly BEFORE both, either or neither
Examples :
1. WRONG. The both candidates made some good points
RIGHT : Both the candidates made some good points
2. WRONG. I want the both of you to help me with this.
RIGHT : I want both of you to help me with this.
3. WRONG. My both parents are going out tonight .
RIGHT : Both my parents are going out tonight
4. WRONG. I don't like the either of these shirts
RIGHT : I don't like either of these shirts.
5. WRONG. The neither secretaries knew where the boss had gone.
RIGHT : Neither of the secretaries knew where the boss had gone.
RULE 2
ALWAYS put an article or other determiner directly AFTER both of, either of and neither of if they are followed by a noun
YOU MAY put an article or other determiner directly after both, either, or neither (without of) if they are followed by a noun
Examples :
1. WRONG. Both of candidates made some good points
RIGHT : Both of the candidates made some good points
and RIGHT : Both candidates made some good points
2. WRONG. I want both of technicians to help me with this.
RIGHT : I want both of the technicians to help me with this.
and RIGHT : I want both technicians to help me with this.
3. WRONG. Both of brothers live in London .
RIGHT : Both of my brothers live in London.
and RIGHT : Both my brothers live in London.
4. WRONG. I don't like either of shirts
RIGHT : I don't like either of these shirts.
and RIGHT : I don't like either shirt.
5. WRONG. Neither of secretaries knew where the boss had gone.
RIGHT : Neither of the secretaries knew where the boss had gone.
and RIGHT : Neither secretary knew where the boss had gone.
If you master these two simple rules, you will avoid most of the mistakes commonly made by students.
2. Correct use of both, either and neither
The word both is used to associate two entities in an affirmative context. As a quantifier, it has the meaning of "two".
There are six essential structures :
A. Examples 1 to 3 Both can be used as a primary determiner directly before a noun, but not before a pronoun.
B. Examples 4 to 11 Both or both of can be used as a secondary determiner before another determiner notably before an article or a possessive, or (in the case of both of) before a pronoun.
C. Examples 12 to 16. Both can be used as a secondary determiner placed after a noun or a pronoun. In the case of nouns, this structure is only used with the subject of a sentence; in the case of pronouns, it is used with subject pronouns and object pronouns.
D. Examples 17 to 20 Both can be used as a pronoun.
E. Both... and are used as correlating coordinators. See below.
Examples :
1. I support both teams, but I prefer Manchester United.
2. Both answers are right.
3. Both machines are in good working order
_____
4. I support both the teams, but I prefer Manchester United
5. I support both of the teams, but I prefer Manchester United
6. Both my parents are still working.
7. Both of my parents are still working.
8. Both these machines are in good working order.
9. Both of these machines are in good working order.
10. Both of us very much like playing football. (But not: Both us.....)
11. I like these two blouses, and I want to buy both of them !
______
12. The teams both played very well
13. They both played very well, but we both played very badly.
14. Which one do you like ? I like them both.
15. We want to wish you both good luck
16. He told us both to go home at once.
______
17. My son and daughter are in high school now, and both are doing very well.
18. Which do you like? I like both.
19. You can have one of the other, but you can't have both.
20. I like these cakes; both are very tasty.
(Remember that we do not say the both)
Note: Both of + pronoun.
(Examples 10 and 11 above)
When Both of is followed by a pronoun, the pronoun is ALWAYS in the object form.
So we can't say: Both of we nor Both of they
We have to say: Both of us or Both of them
Even if this is part of the subject of a sentence.
Both ... and as correlating coordinators
We use both (+noun or pronoun) followed by and (+noun or pronoun) to add extra emphasis to the relation between a pair of entities in an affirmative context.
Examples :
1. Both Peter and Jim were at Oxford University in the 1990s.
2. Both you and your father have been very helpful.
3. I want to see both the Picasso exhibition and the Historical Museum.
- What was Einstein's role in the development of the atomic bomb?
- How did Einstein’s views on nuclear weapons change over time?
- Do you think Einstein was responsible for the creation of the atomic bomb? Why or why not?
- What ethical dilemmas did the scientists face when working on the Manhattan Project?
- How do you think Einstein felt after learning about the use of the atomic bomb on Hiroshima and Nagasaki?
- If you were in Einstein's position, would you have acted differently? Why?
- How did the discovery of nuclear energy change the course of history?
- What impact do you think the atomic bomb had on global politics after WWII?
- Can scientific discoveries be separated from their consequences? Why or why not?
- What lessons can we learn today from the development of nuclear weapons?
|
How does
breathing work? What is a car
and how does it move? What is
water? What is fire? What is a
tree? What is food? How does
drinking work? What is a pet
and how do you take care of it? What is a
friend and how do you make one? What is music
and how do you listen to it? What is a
phone and how do you communicate with it? What is a
family and how do you relate to them? What is time? What is love? What is
color? What is a
vacation and how do you enjoy one? |
What is a
computer and how do you use it? How does
walking work? What is a
human? What is
sleep? What is a
book? What is
sound? Why do
animals eat? How does
sleeping work? What is a
T-shirt and how do you use it. What is
eating? How do you
eat? What is a
game and how do you play it? What is
light? What is a
house? What is the
sun? What is a
car? How does time
work? How does a
plant grow? |
Animals
What animal best represents you? Why? Please take a screenshot of your animal and paste it here:
What creature scares you? Why?
Except for food, do humans need other animals? Why or why not?
What is the most effective way to save endangered species?
What are some examples of usefultraits that help animals survive? (i.e. a giraffe’s long neck)
What is Darwin famous for?
What traits have made humans a successful species?
What are some animals you don’t know much about?
What is the cutest animal you can think of? How about the ugliest?
Why do humans have pets? Do you have a pet? Why or why not?
Are there any animals that we should try to kill off completely?
Grammar 1 - Continue
In this activity, you need to say if 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 your partners:
- 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?
Passive Voice: Video: https://www.youtube.com/watch?v=dzeI93MszMk - PV with movies (shorts)
- What is E. coli, and how can it pose a risk to our health?
- What types of foods are most commonly associated with E. coli contamination?
- What are the symptoms of an E. coli infection, and how soon do they appear after exposure?
- How can individuals reduce the risk of E. coli infection from food?
- How does improper handling or cooking of food increase the risk of E. coli contamination?
- What steps should be taken when handling raw meat to prevent E. coli contamination?
- What are some common mistakes people make in food preparation that increase the risk of E. coli?
- How does cross-contamination in the kitchen contribute to the spread of E. coli?
- Why is it important to wash fruits and vegetables thoroughly to reduce the risk of E. coli?
- How can foodborne outbreaks of E. coli be traced back to specific sources?
A biographical recount
POINTS TO CONSIDER BEFORE WRITING
What are you going to tell your audience?
What are you recounting?
What information will the audience need early in the text?
What are the important events or parts of the recount you want to describe? And what order will they occur in?
How will you let your readers know the order of events?
And what language will we use to link them?
What other information may be useful to include?
How will you conclude your recount?
Be sure you can recount the who, what, when, and where, at minimum, using graphic organizers and mind maps if necessary to help make this process clear in your mind before putting pen to paper and expecting your audience to follow along.
At this point consider some of the questions your audience might ask while reading your recount such as.
What occurred?
Where did it take place?
When did it occur?
Who were the main characters/people involved?
Why did certain things happen?
How did things happen?
What were some of the reactions to the events that occurred in your recount?
What are the concluding thoughts or ideas you want to leave with your readers?
TIPS FOR WRITING A GREAT RECOUNT
Keep the title simple. It must summarize the main element of the text.
Set the scene for the audience in terms of characters, setting, and context.
We refer to this as our orientation and it will provide the reader with all the key ingredients of the recount in the introduction by addressing the who, what, when, and where.
Keep everything in chronological order in a recount and use a variety of time transitional terms and phrases to keep your audience engaged throughout.
Use a range of adjectives, try and avoid "And then, and then, and then."
Every new section will require a new paragraph.
Use the correct language and terms relevant to your recount. Consider your audience, and the language they will connect with.
If you are writing from a specific point of view use the relevant language to match the perspective. Most commonly in a recount, you will be recounting in the first person.
Recounts are always written in past tense so be conscious to stay in this tense right throughout. Everything has already happened so ensure your vocabulary reflects this.
The challenge in writing a good recount is to provide the audience with the story as it happened but to leave out incidental and boring information.
Ensure you also clearly understand your audience, as this will have a big impact upon the language you use.
Write and speak about a person’s life and her/his context. Give a personal opinion about why her/his nominee should be a CNN Hero
Situation and audience:
CNN Hero will publish a biographical recount of the candidates on their official website. You will include in the recount her/his personal information, important events in her/his life, and what makes her/him significant for her/his community. Including information about the most important moments in her/his life, a short description of the community s/he has impacted with her/his actions and arguing why that person is a hero in her/his community.
Writing a recount is a deeply reflective process. As such you will want to spend the largest part of recount writing time refining the details, language, and narration of the event you are recounting.
- What do you often forget to do on time?
Prepositions in English: Overview and Common Uses
Prepositions are words that
link nouns, pronouns, or phrases to other words in a sentence. They indicate
relationships such as direction, location, time, or the introduction of an
object.
2. Common Types of Prepositions:
- Prepositions
of Place: Indicate location or position.
- In:
"She is in the room."
- On:
"The book is on the table."
- At:
"They are at the park."
- Above:
"The picture is above the sofa."
- Below:
"The cat is below the table."
- Under:
"The shoes are under the bed."
- Between:
"The coffee shop is between the bank and the bookstore."
- Among:
"She was among friends."
- Behind:
"The car is parked behind the house."
- In
front of: "The dog is sitting in front of the door."
- Beside:
"She sat beside her friend."
- Prepositions
of Time: Indicate when something happens.
- At:
"We will meet at 5 o'clock."
- In:
"He was born in July."
- On:
"She left on Monday."
- During:
"He stayed home during the holidays."
- By:
"Please finish the project by Friday."
- Until:
"She waited until midnight."
- Since:
"They have been friends since childhood."
- For:
"He has lived here for five years."
- Prepositions
of Direction: Indicate movement or direction.
- To:
"They went to the store."
- From:
"She traveled from New York."
- Into:
"He jumped into the pool."
- Out
of: "She walked out of the room."
- Onto:
"The cat jumped onto the table."
- Off:
"He fell off the ladder."
- Through:
"The car drove through the tunnel."
- Across:
"They walked across the street."
- Along:
"We strolled along the beach."
- Toward:
"She ran toward the finish line."
- Past:
"He walked past the bakery."
- Prepositions
of Manner: Describe how something is done.
- By:
"She went by car."
- With:
"He wrote the letter with a pen."
- Like:
"He sings like a professional."
- As:
"She works as a teacher."
- In:
"She spoke in a whisper."
- Without:
"He completed the task without any help."
- Prepositions
of Agent or Instrument: Indicate the agent performing an action or the
instrument used.
- By:
"The book was written by her."
- With:
"He cut the paper with scissors."
- Via:
"They sent the documents via email."
- Through:
"The information was delivered through a courier."
- Prepositions
of Cause or Reason: Explain why something happens.
- Because
of: "They canceled the event because of the rain."
- Because: "They canceled the event because it was raining."
- Due
to: "The flight was delayed due to fog."
- For:
"He was praised for his hard work."
- On
account of: "The match was postponed on account of the
weather."
- In
spite of: "She went to the party in spite of her illness."
- Despite:
"They succeeded despite the challenges."
- Prepositions
of Possession: Indicate ownership or relationship.
- Of:
"The color of the car is red."
- With:
"The man with the hat is my uncle."
- Belong
to: "The house belongs to my parents."
- Prepositions
of Comparison:
- Like:
"He runs like a cheetah."
- As...as:
"She is as tall as her brother."
- Than:
"She is taller than me."
- Compared
to: "This model is expensive compared to the previous one."
Common Issues:Listening
- "In"
vs. "On" vs. "At":
- In
is used for larger areas or periods (in a city, in the morning).
- On
is used for surfaces or days (on the floor, on Monday).
- At
is used for specific points (at the door, at 5 PM).
- "To"
vs. "For":
- To
is often used to indicate direction or purpose (He went to the store).
- For
is used to indicate a benefit or duration (This gift is for you).
5. Complex Prepositions:
- According
to: "According to the weather forecast, it will rain
tomorrow."
- In
front of: "The car is parked in front of the house."
- In
spite of: "In spite of the rain, we went hiking."
- Due
to: "The game was canceled due to bad weather."
- On account of: "He was late on account of the traffic."
The difference between the long "i" and short "i" sounds in English is based on the duration and pronunciation of the vowel sound.
Short "i" Sound:
- The short "i" sound is pronounced quickly, with a soft and brief vowel sound.
- It’s typically found in words where the "i" is followed by one or more consonants.
- The tongue is positioned slightly higher in the mouth.
Examples:
- sit /sɪt/
- hit /hɪt/
- pin /pɪn/
Long "i" Sound:
- The long "i" sound is pronounced for a longer duration, and the vowel sound is clearer and more pronounced.
- It’s usually found in words where the "i" is followed by a silent "e" or in some vowel combinations.
- The tongue is positioned lower in the mouth, and the sound is more open.
Examples:
- site /saɪt/
- kite /kaɪt/
- pine /paɪn/
Look up some important vocabulary:
limb:
limbless:
circus:
carnival:
acrobat:
contortionist:
sideshow:
ability:
disability:
disable:
caterpillar:
cocoon:
butterfly:
hope:
feel:
A. Describe Will’s appearance and his personality.
B. Describe Mr. Mendez’s appearance and his personality.
3. Choose one of these scenes and narrate what happened.
a. At the sideshow…
b. In the river...
c. At the circus...
4. Answer these questions in complete form.
Why do you think the circus is called the “Butterfly Circus”?
Did you like the movie why or why not?
What did you like the most?
What was your favorite scene? Can you describe it?
What did you dislike in the story? Why?
Find one symbol in the short movie and explain it. As you know directors use some images in order to represent more than what is explicit. For example, a bridge can represent a change in the characters’ lives.
What did you learn from watching this short movie?
Would you recommend this short movie? Why?
Think about three other questions you can ask or be asked.
Review about adjectives
What Is an Adjective?
What is an adjective? Simply put, an adjective is a word you use to describe a person, place, or thing. An adjective modifies nouns. Without adjectives, we wouldn't know if you had a serene vacation or a disastrous vacation. They provide further information about an object's size, shape, age, color, origin or material. Here are some examples of adjectives in action:
It's a big table. (size)
It's a round table. (shape)
It's an old table. (age)
It's a brown table. (color)
It's an English table. (origin)
It's a wooden table. (material)
It's a lovely table. (opinion)
It's a broken table. (observation)
It's a coffee table. (purpose)
Adjectives Answer Questions
Adjectives serve another important role: they answer questions like, "Which one?" "How many?" and "What kind?" You can see how they do this job in the following examples:
Which cat did you see? It was the grey cat.
What kind of potatoes did you buy? I bought red potatoes.
How many cars were in the parking lot? There were few cars.
How many people like ice cream? Most people like ice cream.
Which spoon did you use to stir the soup? I used a wooden spoon.
What kind of coffee do you like? I like black coffee.
My house is smaller than yours.)
Vocabulary about cities
Useful vocabulary to write a description. (Doc)
How to write about a city:
https://genuineandalusia.com/shore-excursions/cadiz-shore-excursions/
Listening test: http://www.esl-lab.com/travel/travelrd1.htm
Video about Cadiz:
https://www.youtube.com/watch?v=2z1go1_tx1Y
Another city: Lisbon - How to spend 24 hours in Lisbon, Portugal
Now... take your time preparing the information about your chosen city with your partners.
Modals
There+ Be or It is
Comparison of Uses:
Focus: "There + be" focuses on the existence or presence of something, while "it is" focuses on describing or identifying a situation, or opinion.
Structure: "There + be" is generally followed by a noun or noun phrase, whereas "it is" can be followed by adjectives, nouns, or clauses.
Examples in Context:
There + Be:
- "There are many challenges in learning a new language."
- "There was a loud noise last night."
It Is:
- "It is challenging to learn a new language."
- "It is interesting that he speaks three languages."
"There is/are/were…" Sentences with Pictures of Objects or Places:
"There is a dog in the park."
- Picture: A dog sitting on the grass in a park.
"There are three books on the table."
- Picture: A table with three books neatly stacked on top of it.
"There was a beautiful sunset last evening."
- Picture: A vibrant sunset with orange, pink, and purple hues over the horizon.
"There is a large tree in the backyard."
- Picture: A tall, leafy tree in the middle of a backyard.
"There were many people at the concert."
- Picture: A crowd of people enjoying a live concert, possibly with a stage in the background.
"It is…" Sentences with Situations, Opinions, or Descriptions:
"It is raining outside."
- Situation: A view through a window showing rain falling heavily outside.
"It is important to eat healthy food."
- Opinion: A plate with fruits, vegetables, and other healthy foods arranged neatly.
"It is exciting to travel to new places."
- Description: A suitcase packed and ready to go, with travel-related items like a map and passport nearby.
"It is very cold in winter."
- Situation: A snowy landscape with people bundled up in winter coats and scarves.
"It is challenging to learn a new language."
- Opinion: An open book with different languages written on it, alongside a confused-looking person studying.
Here are some speaking questions to practice using "there + be" and "it is" in our chat room
Questions Using "There + Be":
What is in your living room?
- Example: "There is a comfortable sofa and a big television."
Describe a place you visited recently.
- Example: "There were many people at the beach, and there was a beautiful sunset."
What can you see outside your window right now?
- Example: "There are trees and a few parked cars."
Is there something special about your hometown?
- Example: "There is a famous museum that attracts many visitors."
What are some common items you keep on your desk?
- Example: "There is a laptop, a notebook, and some pens."
Questions Using "It Is":
How do you feel about studying online?
- Example: "It is convenient, but it is sometimes hard to stay focused."
What is the weather like today?
- Example: "It is sunny and warm today."
What do you think about traveling to new places?
- Example: "It is exciting because you get to learn about different cultures."
Is it important to exercise regularly? Why or why not?
- Example: "It is important because it keeps you healthy."
How would you describe your favorite book or movie?
- Example: "It is very engaging and has a great storyline."
Discussion Questions Combining Both Structures:
Describe your favorite room in your house. What is in it, and why do you like it?
- Example: "There is a big bed and a cozy chair. It is my favorite because it is so relaxing."
Talk about a recent event you attended. What was there, and how was the experience?
- Example: "There were a lot of people at the concert. It was amazing because the music was so good."
Think of a place you would like to visit. What is there, and why do you want to go?
- Example: "There is a beautiful beach, and it is perfect for relaxing."
Describe a typical weekend in your life. What is there to do, and how do you feel about it?
- Example: "There are many parks to visit, and it is nice to spend time outdoors."
What is your daily routine like? Describe what is there in your environment and how you feel about your day.
- Example: "There is always a lot of work to do, but it is satisfying to accomplish my tasks."
Modal verbs are auxiliary verbs used to express abilities,
possibilities, permissions, obligations, and other types of conditions or
attitudes. Unlike regular verbs, modal verbs don't change form according to the
subject and are always followed by the base form of a main verb.
Here’s a breakdown of common modal verbs and their uses:
- Can:
- Ability:
"She can swim very fast."
- Permission:
"Can I leave early today?"
- Possibility:
"It can be very cold in winter."
- Could:
- Past
ability: "He could run fast when he was younger."
- Polite
requests or suggestions: "Could you help me with this?"
- Possibility:
"It could rain later."
- May:
- Permission:
"May I use your phone?"
- Possibility:
"She may come to the party."
- Might:
- Possibility:
"It might snow tonight."
- Suggestions
or advice: "You might want to try restarting your
computer."
- Must:
- Obligation
or necessity: "You must wear a seatbelt."
- Strong
assumption: "She must be the new manager."
- Shall:
- Suggestions
or offers: "Shall we go for a walk?"
- Future
actions (formal or literary): "I shall return."
- Should:
- Advice
or recommendations: "You should see a doctor."
- Expectations:
"The train should arrive at 10 AM."
- Will:
- Future
actions: "I will call you tomorrow."
- Promises
or decisions made at the moment: "I'll help you with that."
- Would:
- Polite
requests or offers: "Would you like some tea?"
- Hypothetical
situations: "If I were you, I would apologize."
Key Points to Remember:
- Modal
verbs do not add an "s" in the third person singular form (e.g.,
"She can" not "She cans").
- They
are always followed by the base form of a verb (e.g., "You should
go," not "You should to go").
Modal Verbs Chart
|
Modal Verb |
Meaning/Use |
Example Sentence |
|
Can |
Ability, Permission, Possibility |
- She can speak three languages. |
|
Could |
Past Ability, Polite Request, Possibility |
- When I was younger, I could run fast. |
|
May |
Permission, Possibility |
- May I leave the room? |
|
Might |
Possibility, Suggestion |
- We might go to the beach tomorrow. |
|
Must |
Obligation, Strong Assumption |
- You must wear a helmet. |
|
Shall |
Suggestions, Formal Future Actions |
- Shall we start the meeting? |
|
Should |
Advice, Expectation |
- You should eat more vegetables. |
|
Will |
Future Actions, Promises |
- I will call you later. |
|
Would |
Polite Requests, Hypothetical Situations |
- Would you like some coffee? |
Survey
Scenario 1: A New Student at School
Situation: A new student has joined your class. He is
trying to figure out what he is allowed to do.
- Student:
"___ I sit here?"
- Options: Can, Should, Must
- Answer: Can ("Can I sit
here?")
- Student: "I’m not sure how to find the
library. ___ you help me?"
- Options: Could, Will, Must
- Answer: Could ("Could you help
me?")
- Teacher:
"You ___ complete your homework by tomorrow."
- Options:
Can, Should, Must
- Answer:
Must ("You must complete your homework by tomorrow.")
Scenario 2: Planning a Weekend Trip
Situation: A group of friends is planning a weekend
trip and discussing what to do.
- Friend
1: "We ___ go hiking on Saturday."
- Options:
Should, Will, Can
- Answer:
Should ("We should go hiking on Saturday.")
- Friend
2: "It ___ rain, so we ___ take umbrellas."
- Options:
Will, Might, Can
- Answer:
Might ("It might rain, so we should take umbrellas.")
- Friend
3: "Who ___ bring the snacks?"
- Options:
Should, Can, Will
- Answer:
Will ("Who will bring the snacks?")
Scenario 3: Classroom Rules
Situation: The teacher is explaining the classroom
rules to the students.
- Teacher:
"You ___ raise your hand before speaking."
- Options:
Should, Can, Must
- Answer:
Must ("You must raise your hand before speaking.")
- Teacher:
"You ___ bring your textbooks to every class."
- Options:
Can, Should, Will
- Answer:
Should ("You should bring your textbooks to every
class.")
- Teacher:
"___ I see your homework, please?"
- Options:
May, Can, Will
- Answer:
May ("May I see your homework, please?")
Jamboard: Daily journals
Modals of deduction are auxiliary verbs used to express conclusions or inferences based on evidence or reasoning. They indicate the degree of certainty about something, often based on what is known or observed. Here’s a breakdown of the main modal verbs used for deduction:
Key Modals of Deduction:
Must
- Usage: Indicates a strong certainty or conclusion based on evidence.
- Example: "She must be at home; her car is in the driveway."
- Explanation: The speaker is confident that she is at home because the evidence (the car in the driveway) strongly suggests it.
Might / May / Could
- Usage: Indicates a possibility or a weaker deduction. These modals express uncertainty or suggest that something is possible but not certain.
- Example: "He might be at the party, but I’m not sure."
- Explanation: The speaker considers it possible that he is at the party, but there’s no strong evidence to confirm it.
Can't / Couldn't
- Usage: Indicates that something is impossible or unlikely based on the evidence available.
- Example: "She can't be the one who broke the window; she was with me at the time."
- Explanation: The speaker concludes that it’s impossible for her to have broken the window because there’s an alibi.
Excessive alcohol consumption poses serious risks for both men and women, but the dangers can manifest differently. Drinking excessive alcohol poses numerous risks to both physical and mental health.
For women, drinking too much alcohol can lead to a range of health problems. Physically, women metabolize alcohol differently than men, often leading to higher blood alcohol levels even with lower consumption. This can increase the risk of liver disease, heart disease, and certain cancers, including breast cancer. Alcohol also weakens the immune system, making women more susceptible to illnesses and infections.
Moreover, heavy drinking can severely impact women's mental health. It can exacerbate anxiety, depression, and other mental health issues, leading to a vicious cycle of dependency. Excessive alcohol use is also linked to an increased risk of sexual assault and other forms of violence, as it impairs judgment and reduces the ability to protect oneself.
For men, one of the significant risks is the negative impact on virility and sexual health. Excessive alcohol consumption can lead to a decrease in testosterone levels, which is crucial for male sexual function. Lower testosterone can cause reduced libido, difficulty achieving or maintaining an erection, and even infertility over time. Additionally, alcohol affects the nervous system, slowing down communication between the brain and body, which can impair sexual performance.
Beyond physical health, excessive alcohol use can also impact mental well-being, contributing to anxiety and depression, which can, in turn, affect sexual desire and performance. The social and psychological pressures related to virility can worsen these effects, leading to a cycle of alcohol abuse and sexual dysfunction.
In summary, while alcohol poses significant dangers to both men and women, the effects are complex and far-reaching, impacting physical health, mental well-being, and intimate relationships. Drinking in moderation and being aware of the risks is crucial for maintaining overall health and a healthy relationship dynamic.
Past Perfect tense
1. Use of the Past Perfect
The Past Perfect tense expresses an action in the past before another action in the past. This is the past in the past.
2. Form
had + past participle
3. Example
The train left at 9am. We arrived at 9:15am. When we arrived, the train had left.
Future Perfect
1. Use of the Future Perfect
sth. will already have happened before a certain time in the future
2. Form
will + have + past participle
3. Example
I will have written the letter by tomorrow.
The Importance of Sleeping Well
Sleep is a fundamental pillar of good health, yet it is often overlooked in our fast-paced lives. Many people are prioritizing work, social activities, or screen time over a good night's sleep, not realizing the profound impact on their overall well-being. Sleeping well has been shown to be essential for physical health, mental clarity, and emotional balance. In this article, we are going to explore the importance of sleep and highlight some bad habits that need to be changed to improve sleep quality and, consequently, overall health.
Why Sleeping Well is Crucial
Physical Health: Adequate sleep was vital for the body's repair processes in ancient times, and it still is today. During deep sleep, the body releases growth hormones that aid in tissue repair, muscle growth, and immune function. Chronic sleep deprivation can lead to serious health issues like heart disease, obesity, diabetes, and weakened immunity.
Mental Clarity and Cognitive Function: Sleep plays a critical role in cognitive processes such as memory consolidation, learning, and problem-solving. Poor sleep is impairing focus, reducing productivity, and increasing the likelihood of errors and accidents.
Emotional Balance: Lack of sleep was closely linked to mood disorders like anxiety and depression in many studies. A well-rested mind will be better equipped to handle stress and regulate emotions, leading to a more positive outlook on life.
Bad Habits to Improve for Better Sleep
Irregular Sleep Schedule: Going to bed and waking up at different times each day was disrupting your circadian rhythm, making it harder to fall asleep and wake up naturally. Establishing a consistent sleep schedule, even on weekends, is helping regulate your body's internal clock and improve sleep quality.
Excessive Screen Time: The blue light emitted by phones, tablets, and computers interfered with the production of melatonin, the hormone that regulates sleep. Limiting screen time at least an hour before bed and using "night mode" settings has reduced this effect for many.
Caffeine and Nicotine Consumption: Both caffeine and nicotine were stimulants that kept you awake long after consumption. Reducing your intake of these substances, especially in the afternoon and evening, will help you fall asleep more easily.
Eating Large Meals Before Bed: Consuming heavy meals late at night was causing discomfort and indigestion, making it harder to fall asleep. It’s best to have your last meal at least two to three hours before bedtime and opt for light, easily digestible foods.
Lack of Physical Activity: Regular exercise is promoting better sleep by helping you fall asleep faster and enjoy deeper sleep. However, exercising too close to bedtime was having the opposite effect, so try to finish your workout at least a few hours before you plan to sleep.
Stress and Anxiety: High levels of stress were making it difficult to relax and fall asleep. Incorporating relaxation techniques such as deep breathing, meditation, or reading has helped many people calm their minds before bed.
Conclusion
Improving your sleep habits will be a simple yet powerful way to enhance your health and well-being. By making small changes, such as maintaining a regular sleep schedule, reducing screen time, and managing stress, you are going to enjoy better sleep and all the benefits that come with it. Remember, quality sleep is not a luxury—it’s a necessity for a healthy, fulfilling life. Prioritize your sleep, and your body and mind will thank you.
Record the "conclusion" paragraph and paste it into your personal link
Chat rooms
What does sleep mean to you?
Do you always get enough sleep?
Do you ever think sleep wastes the valuable time spent doing
useful things?
Why does your body need to sleep?
Have you ever had any problems sleeping?
Can you sleep anywhere?
Are you a heavy or light sleeper?
Do you move a lot when you sleep?
How have your sleeping patterns changed over the years?
Is it possible to sleep so much it’s unhealthy?
What do you do in the minutes before you sleep?
What do you do when you can’t sleep?
Where is the strangest place you have ever slept?
Does your mind ever work overtime when you’re trying to
sleep?
Would you like to sleep like a baby?
Listening: https://www.esl-lab.com/intermediate/sleeping-problem/
https://www.youtube.com/watch?v=tKT2fSahnyg
Present perfect
The present perfect is formed from the
present tense of the verb have and the past participle of
a verb.
We use the present perfect:
- for
something that started in the past and continues
in the present:
They've been married for nearly fifty years.
She has lived in Liverpool all her life.
- when
we are talking about our experience up to the present:
I've seen that film before.
I've played the guitar ever since I was a teenager.
He has written three books and he is working on another one.
We often use the adverb ever to talk
about experiences up to the present:
My last birthday was the worst day I have ever
had.
and we use never for the negative form:
Have you ever met George?
Yes, but I've never met his wife.
Have you ever had any problems sleeping? |
- How does the first episode introduce the main characters? What are your initial impressions of them?
- What key events or challenges are presented in the first chapter? How do they set the stage for the rest of the series?
- How does the series establish its central themes in the first episode? How do these themes relate to the title "Heart of Invictus"?
- What emotions did the first episode evoke in you? Which scenes or moments were particularly impactful?
- How do the visual and auditory elements in the first chapter contribute to the overall mood of the series?
- Do you think the characters can be seen as heroes?
- How does the setting influence the narrative in the first episode? What does it reveal about the character's world
Will vs Going to
information retrieved from https://www.grammar.cl/Notes/Future_Will_vs_Going.htm
When to use WILL
In other cases, where there is no implicit or explicit connection to the present, use WILL:
1. For things that we decide to do now. (Rapid Decisions)
This is when you make a decision at that moment, in a spontaneous way.
- I'll buy one for you too.
- I think I'll try one of those. (I just decided this right now)
2. When we think or believe something about the future. (Prediction)
- My team will not win the league this season.
- I think it will rain later so take an umbrella with you.
Note: You can use both Will and Going to for making future predictions.
3. To make an offer, a promise or a threat.
- I'll give you a discount if you buy it right now.
- I promise I will behave next time.
- I'll take you to the movies if you'd like.
4. You use WON'T when someone refuses to do something.
- I told him to take out the trash but he won't do it.
- My kids won't listen to anything I say.
- My car won't start.
When to use GOING TO
The structure BE GOING TO is normally used to indicate the future but with some type of connection to the present. We use it in the following situations:
1. When we have already decided or we INTEND to do something in the future. (Prior Plan)
The decision has been made before the moment of speaking.
- They're going to retire to the beach - in fact they have already bought a little beach house.
- I'm going to accept the job offer.
2. When there are definite signs that something is going to happen. (Evidence)
Something is likely to happen based on the evidence or experience you have.
- I think it is going to rain - I just felt a drop.
- I don't feel well. I think I'm going to throw up. (throw up = vomit)
3. When something is about to happen:
- Get back! The bomb is going to explode.
Future Predictions
As you can see, both Will and Going to can be used for making future predictions without having a real difference in meaning.
- The weather report says it will rain tomorrow. (Correct)
- The weather report says it is going to rain tomorrow. (Correct)
Compare Will vs. Going To
If someone asks: "Are you busy this evening?"
If I respond: "Yes, I'm going to the movies." I use going to because it is a plan I made earlier (before I was asked the question). - In this case we cannot use Will.
If I haven't made plans, then you can say either: "I will probably watch TV." OR "I'm probably going to watch TV."
Both will and going to are possible in this situation because we are predicting what will happen (since we haven't made any plans).
Reading comprehension and speaking activity
Biographical sketch
https://www.wikihow.com/Write-a-Biographical-Sketch
Biosketch of Policarpa Salavarrieta: The Heroine of Colombian Independence
Name: Policarpa Salavarrieta
Birth: January 26, 1795, Guaduas, Colombia
Death: November 14, 1817, Bogotá, Colombia
Nationality: Colombian
Known As: La Pola
Occupation: Seamstress, spy, revolutionary
Policarpa Salavarrieta, known as "La Pola," is a celebrated heroine of Colombia's fight for independence from Spanish rule. Born in Guaduas in 1795, she played a crucial role as a spy during the early 19th century. Disguised as a seamstress, she infiltrated Spanish royalist circles in Bogotá, gathering vital information for the revolutionary forces.
Her bravery and dedication to the cause made her a symbol of resistance. In 1817, at just 22 years old, she was captured and executed by the Spanish, becoming a martyr for Colombian independence. La Pola's legacy endures as a powerful symbol of courage and sacrifice, and she is remembered as one of Colombia's most revered national heroes.
Verbs to Express Likes and Dislikes:
Talking about our likes and dislikes, we often use specific verbs to express our feelings towards activities, hobbies, or things. These verbs help you express your feelings about different activities, hobbies, or experiences. Using them can make your language more expressive and precise. Here are some common verbs used for this purpose:
Love: Indicates a strong positive feeling towards something.
- Example: "I love watching movies."
Enjoy: Means to take pleasure in something.
- Example: "I enjoy playing soccer with my friends."
Like: Shows a general positive feeling, though not as strong as "love."
- Example: "I like reading books."
Dislike: Expresses a mild negative feeling towards something.
- Example: "I dislike eating spicy food."
Hate: Indicates a strong negative feeling towards something.
- Example: "I hate waking up early."
Can’t stand: Means to strongly dislike something; it can be almost unbearable.
- Example: "I can't stand waiting in long lines."
Be keen on: Used to express enthusiasm or a strong interest in something.
- Example: "I’m keen on learning new languages."
Get hooked: Describes becoming very interested in or addicted to something.
- Example: "I got hooked on that new TV series."
Be fond of: Indicates a warm affection or liking for something, often used for things or people.
- Example: "I’m fond of classical music."
Be interested in: Shows curiosity or a desire to learn more about something.
- Example: "I’m interested in photography."
Break out rooms
Sentence Relay: Build sentences collaboratively using the verbs.
Each student starts with a verb and creates a sentence related to the Olympic Games. The next student continues by choosing a different verb and adding their own sentence. Each team will read the coherent and creative chain of sentences to their partners. You will have 15 minutes to create the chain with all of the verbs
Another chatbot that helps you create a story.
Use of the Gerund After Certain Verbs and/or Expressions
Using the gerund correctly is crucial for sounding natural and accurate in English. Understanding when to use the gerund after certain verbs and expressions will help you improve your fluency and precision in the language.
In English, the gerund is the verb form that ends in "-ing" (e.g., playing, swimming, reading). It is used in some situations:
1. After Specific Verbs:
Some verbs in English are always followed by a gerund, not an infinitive. These verbs often express activities, likes, or general actions. Here are some examples:
- Enjoy: She enjoys reading books.
- Love: They love swimming in the ocean.
- Like: I like playing soccer on weekends.
- Dislike: He dislikes doing homework.
- Hate: We hate waiting in long lines.
- Avoid: She avoids eating junk food.
- Can’t stand: I can’t stand waking up early.
- Finish: He finished writing his report.
- Consider: They consider moving to another city.
2. After Common Expressions:
In addition to verbs, some expressions also require the use of the gerund:
- Be interested in: She is interested in learning new languages.
- Be good/bad at: He is good at playing the guitar.
- Look forward to: I look forward to meeting you.
- Be used to: She is used to waking up early.
- Can’t help: I can’t help laughing at his jokes.
3. Gerund Use with Prepositions:
When a verb follows a preposition, it is usually in the gerund form:
- After: She went home after finishing her work.
- Before: He always drinks coffee before starting his day.
- Without: You can’t learn without practicing.
Verbos used to speak about abilities (can /can’t, be able to, be good at / to be bad at)
Share something you are good at or bad at. This will help you express talking about abilities in English using different verbs and phrases.
"Can/Can’t": "can" is used to express ability, and "can’t" is used for inability.
Examples: "I can swim." / "I can’t speak French."
We use can + infinitive without to.
I can swim.
I can to swim.
We can’t come.
We can’t to come.
Don’t use -s after he/she/it
We don’t add -s after he/she/it. We use can for all persons.
He can swim. He cans swim.
Don’t use do/don’t. Can is an auxiliary verb and has a negative and interrogative form. We don’t use do/don’t to make questions and negatives.
Can you swim? Do you can swim?
He can’t swim. He don’t can swim.
Can, can’t – Use
Ability
We use can/can’t to talk about ability in the present (=things that we know how to do).
Laura can sing very well.
I can’t speak German.
Possibility
We use can/can’t to ask for permission or to say if something is possible or not.
Can I sit here?
You can’t vote if you aren’t 18 years old.
I’m sorry, but I can’t come to the party.
Ask for something
We use can/can’t to ask for something and to order in bars, restaurants, shops, etc.
Can you lend me some money?
Can I have some water, please?
Can I have a burger and a soda?
"Be able to":
"be able to" is often used as a more formal or slightly different alternative to "can," especially in different tenses.
Examples: "She is able to solve math problems quickly." / "He wasn’t able to attend the meeting."
Be able to is special because it is used to talk about ability and possibility, but it can be used to refer to the past, present, or future. It is also used to talk about succeeding in or failing to do something. In regard to ability and possibility, can is only used in the present, could is only used in the past, but be able to is much more versatile. Let's look at all of the possibilities for be able to (remember, you must conjugate the be in be able to to match its subject):
Present simple: "I'm able to swim." (This means I have the ability to swim. You can also just say "I can swim.")
Past simple: "We were able to clean up the house in 30 minutes." (This means we succeeded in cleaning up the house in 30 minutes. This is what our abilities allowed us to do.) The negative of be able to is be not able to (for present and past tenses) or not be able to (for future tenses). Here are some examples: "She is not able to attend the meeting." (It is not possible for her to attend the meeting. She does not have the ability to attend it.) "They weren't able to help us." (This means it was not possible for them to help us, or they tried to help us, but they were not successful in doing what needed to be done.)
Practice Activities
Controlled Practice: Exercise 1: Copy and paste in your personal link
Fill in the blanks with the correct form of "can," "can’t," "be able to," "be good at," or "be bad at"
1. During the Flower Fair, visitors ________ see many different types of flowers in one place.
2. Last year, the organizers ________ handle the large crowds better than they expected.
3. Not everyone ________ participate in the Silleteros Parade; it requires a lot of preparation.
4. The local artisans ________ create beautiful flower arrangements that attract tourists from all over the world.
5. When I visited Medellín, I ________ attend the Cabalgata, and it was an amazing experience.
6. Although the parade was crowded, we ________ find a good spot to watch it.
7. The silleteros ________ carry heavy flower arrangements on their backs, demonstrating incredible strength.
8. Some visitors ________ get tickets to the orchid competition because they were sold out.
9. My friend ________ negotiate prices at the market, so we got some great deals on souvenirs.
10. Traditionally, the silleteros ________ pass their skills down from generation to generation.
11. Even though it rained, the performers ________ keep the audience entertained throughout the event.
12. We ________ take many photos of the flower displays because the weather was perfect.
13. The local vendors ________ set up their stalls early in the morning to prepare for the fair.
14. Some of the tourists ________ speak Spanish, so they ________ communicate easily with the locals.
15. In the past, the Flower Fair ________ attract as many international visitors as it does now.
16. The participants ________ design their silletas in creative ways that reflect their culture and heritage.
17. Children ________ join in the festivities and learn about their cultural traditions.
18. The fair ________ boost the local economy, bringing in significant revenue for the city.
19. We ________ find a hotel near the fair because we booked our stay well in advance.
20. Despite the challenges, the organizers ________ put on an impressive show every year.
Exercise 2: Sentence transformation - Repeat sentences using a different structure. (e.g., "She can play the piano" to "She is able to play the piano.")
Exercise 3: https://test-english.com/grammar-points/b1/can-could-be-able-to/
Breakout rooms:
Work in pairs to ask and answer questions about the abilities using the target structures. For example: "Can you cook?" "Yes, I can. I’m good at cooking Italian food." Example questions:
"What are you good at?"
"Is there something you can’t do but would like to learn?"
"Were you able to do something difficult recently?"
Question Prompts for Pair Activity: Talking About Abilities
Can you cook?
Are you able to swim?
Can you drive a car?
Are you good at dancing?
Can you play a musical instrument?
Are you able to solve math problems quickly?
Can you speak any other languages?
Are you good at drawing or painting?
Can you ride a bicycle?
Are you able to remember people’s names easily?
Can you play any sports?
Are you good at public speaking?
Can you fix things around the house?
Are you able to wake up early in the morning?
Can you sing well?
Are you good at organizing events?
Can you bake a cake?
Are you able to work under pressure?
Can you use a computer efficiently?
Are you good at making new friends?
Are there any final questions or clarifications?
Moodle: Writing Task: Write a short paragraph about abilities, using all the structures learned in the session. For example: "I am good at playing the guitar. I can play many songs, but I am bad at singing. I wasn’t able to sing when I was younger, and I still can’t sing well."
https://unvirtual.medellin.unal.edu.co/mod/quiz/view.php?id=152484
Starter games for today: Pretty simple ones but you will enjoy them. (I hope so)
Breakout rooms: Create a game to review the concepts studied so far
Tenses
Word order
Adjectives, demonstratives, adverbs, prepositions
The past continuous is made from the past tense of
the verb be and
the –ing form of
a verb:
|
I was |
working etc. |
We use the past continuous to talk about the past:
- for
something which happened before and after another action:
The children were doing their
homework when I got home.
Compare: The children did their
homework when (= after) I got home.
This use of the past continuous is very common at the
beginning of a story:
The other day I was waiting for a bus
when …
Last week, as I was driving to work, …
- for
something that happened before and after a specific
time:
It was eight o'clock. I was
writing a letter.
Compare: At eight o'clock I wrote (=
started writing) some letters.
- to
show that something continued for some time:
My head was aching.
Everyone was shouting.
- for
something that happened again and again:
I was practising every day, three times
a day.
They were meeting secretly after school.
They were always quarrelling.
- with
verbs which show change or growth:
The children were growing up quickly.
Her English was improving.
My hair was going grey.
The town was changing quickly.
We do not normally use the past continuous
with stative verbs. We use the past simple instead:
When I got home, I really needed (NOT was
needing) a shower.
Information retrieved from: learnenglish.britishcouncil.org
The Olympic Games
Passage:
The Olympic Games began as a religious festival in ancient
Greece. The first recorded Olympic Games took place in 776 B.C. in Olympia, a
small town in southern Greece. Athletes from various Greek city-states traveled
to Olympia to compete in different sports. They participated in running,
wrestling, and chariot racing. During these early Games, wars were halted so
that athletes could travel safely to the event.
The modern Olympic Games started in 1896 in Athens, Greece.
Pierre de Coubertin, a French educator, founded the International Olympic
Committee (IOC) and was the driving force behind the revival of the Games.
Athletes from 13 nations competed in the first modern Olympics. They were
running, swimming, and competing in gymnastics while thousands of spectators
watched in awe.
In the years following, the Olympic Games grew rapidly. More
sports were added, and more countries participated. The Games became an event
that the entire world looked forward to. However, the Olympics faced challenges
too. For instance, during World War I and World War II, the Games were
canceled. Athletes who had been training for years were suddenly left without a
competition. They were practicing their skills and hoping for the Games to
return, but the wars made it impossible.
Despite these setbacks, the Olympic spirit persisted. When
the Games resumed, they continued to bring people together. Athletes were
competing with dedication, while nations were cheering for their teams. The
Olympic Games became a symbol of global unity and peace.
Questions:
- Where
did the first recorded Olympic Games take place?
- What
activities were the ancient Greek athletes participating in during the
early Olympic Games?
- When
did the modern Olympic Games start?
- Who
was Pierre de Coubertin, and what was his role in the Olympic Games?
- How
many nations competed in the first modern Olympics?
- What
were the athletes doing while spectators watched in the first modern
Olympic Games?
- Why
were the Olympic Games canceled during World War I and World War II?
- What
were athletes doing when the Olympic Games were canceled due to the wars?
- How
did the Olympic Games continue after the wars ended?
- What
does the Olympic Games symbolize in the modern world?
Breakout rooms:
- Have you ever watched the Olympic Games on TV?
- What is your favorite Olympic sport to watch?
- Do you know where the next Olympic Games will be held?
- Who is your favorite Olympic athlete?
- Have you ever dreamed of participating in the Olympic Games?
- How often do the Olympic Games take place?
- Can you name a sport that is played in the Winter Olympics?
- What country usually wins a lot of medals in the Olympics?
- Did you watch the last Olympic Games? Which country hosted it?
- What do you like most about the Olympic Games?
"When I arrived in Barranquilla with a fairly decent grasp of the Spanish language - a degree in Modern Languages does normally help a bit - I was expecting to be generally OK. I might have to learn a bit of the local lingo, perhaps. and get used to the accent, but these things are easily overcome. Also, in Colombia they speak the clearest Spanish in the world, right? Not quite. This may be apparently true of Bogota, but on the coast - as I was soon to discover - there is a strong local dialect, a very heavy accent, and a heck of a lot of words that they don't even use in other parts of the country, let alone on the other side of the world! Since the moment I realized this, I have been compiling a list of my favorite terms: some because they are in common use, some are helpful to know, and some because they are just quite funny".
Please add any extra words that you already know. Share them with your partners in our session chat.
COASTAL SLANGS | LITERAL TRANSLATION | MEANING |
Ajá | Aha | Aha/oh really/I don’t believe you/I understand/you’re totally right/That’s utter rubbish (it’s quite multi-functional) |
Brother/Cuadro/Pana | Brother/Square/corduroy | Mate/Dude |
Cachaco | Anyone from the interior of Colombia | What people from the coast call people from Bogotá |
Caribe | Caribbean | Expensive |
Camello | Camel | Work |
Cancelar | To cancel | To pay (rather confusingly) |
Chincharrón | Pork rind | Problem |
Cógela suave | Take it easy | |
Corroncho | Chav/Redneck | What people from Bogotá call people from the coast |
Curramba | Barranquilla | |
Dale | OK | |
Dar papaya | To give papaya | To give a thief an opportunity to rob you, similar to ‘opportunity makes the thief’ |
Eche | What?! | |
Firme | Firm | OK |
Frías | Cold ones | Beers |
Fuera como la guayabera | Out like the Hawaiian shirt | Left out |
Gringo | U.S. citizen | White person |
Guaro | Colombians’ spirit of choice, aguardiente. | |
Guayabo | Hangover | |
Hacerse bolas | To make balls for yourself | To be confused |
Mamando gallo | Breastfeeding from a chicken | Messing around/making fun of someone |
Marica | Gay man | Mate/Dude |
La ñapa | The extra bit you ask for when you buy things in the street e.g. a top-up on your juice cup | |
Naranjas | Oranges | Nothing |
¡¡Nojoda!! | You’re kidding! | |
Pelá/Pelao | Child | |
Vaina | Thing (VERY useful word!) | |
Vieja/viejo | Old one | Affectionate term for Mum/Dad/Grandparent/Partner |
Zanahoria | Carrot | A boring person |
Information about: USED TO
- What games did you use to play as a child?
- Did you have any pets when you were younger? What were they like?
- What was your favorite subject in school? Why?
- Where did you use to go on vacation with your family?
- Can you remember a special event that happened when you were a child?
- What kind of food did you use to dislike, but now enjoy?
- Did you have a favorite TV show or movie when you were growing up?
- What sports did you use to play in school?
- What hobbies did you use to have that you no longer do?
- Describe a memorable birthday party you had.
Write a short paragraph about one of the topics discussed in the breakout rooms using both the simple past and "used to". You need to use at least ten words from the vocabulary you and your partners wrote on Mentimeter. Example: "When I was a child, I used to go to the park every weekend. One time, I went there with my family and we had a big picnic..."
regular verbs → infinitive + -ed
swap – swapped
save – saved
worry – worried
play – played
An anecdote is a story, often a short and personal one, that the speaker or writer shares with an audience. While most anecdotes are true, they can also be fictional.
Because they are short, anecdotes are usually simple and easy to understand. However, they can vary greatly depending on the speaker and context. For instance, an anecdote might describe an embarrassing moment, or it could recount a serious, traumatic event shared to educate or inform.
Anecdotes typically focus on one person and are often personal. They are usually interesting or amusing to the listener.
Last Saturday, I went to the park with my friends. We were having a picnic when suddenly, a dog came running towards us. While we were eating our sandwiches, the dog got very close and tried to grab some food. We laughed and gave the dog a piece of bread.
After that, we decided to read our favorite books. I was reading a mystery novel while my friend was reading a science fiction story. As we were enjoying our books, the sun started to set.
We took a lot of pictures because the sunset was beautiful. It was a perfect day, and we were very happy. By the time we left, it was already dark. We had a great time and promised to come back soon.
Objective:
To practice speaking in the simple past tense and past
progressive by sharing a personal anecdote.
Optional Topics:
Instructions:
- Preparation: Think of a personal anecdote that you can share with your partner. It could be a memorable experience, a funny incident, or an important event in your life. Write it in your personal link
- Use
these Verbs:
- Go
- Have
- Come
- Eat
- Get
- Read
- Take
- Be
- Example:
- Introduction:
"Last summer, I went to the beach with my family."
- Main
Events: "We were having a great time when a big wave came and soaked
all our things. While we were trying to dry off, we saw a group of
dolphins swimming near the shore."
- Conclusion:
"It was an unexpected but amazing experience. We took lots of
pictures and had a story to tell our friends."
- Presentation:
Share your anecdote with a partner. Make sure to speak clearly and use the
verbs in the correct tense.
- Feedback:
After the presentation, your partner can ask questions or provide feedback
on the use of tenses and the clarity of the story.
Speaking Prompts:
- When
did the event take place?
- Who
was involved?
- What
were you doing when the main event happened?
- How
did you feel during and after the event?
- What
was the outcome or lesson learned?
Take a screenshot of your results (Scores) and paste it into your personal link.
The verb list is taken from http://www.saberingles.com.ar/lists/irregular-verbs.html
Infinitive | Simple Past | Past Participle |
be | was/were | been |
beat | beat | beaten |
become | became | become |
begin | began | begun |
bite | bit | bitten |
blow | blew | blown |
break | broke | broken |
bring | brought | brought |
build | built | built |
buy | bought | bought |
catch | caught | caught |
choose | chose | chosen |
come | came | come |
cost | cost | cost |
cut | cut | cut |
do | did | done |
draw | drew | drawn |
dream | dreamt/dreamed | dreamt/dreamed |
drink | drank | drunk |
drive | drove | driven |
eat | ate | eaten |
fall | fell | fallen |
feed | fed | fed |
feel | felt | felt |
fight | fought | fought |
find | found | found |
fly | flew | flown |
forget | forgot | forgotten |
forgive | forgave | forgiven |
freeze | froze | frozen |
get | got | got |
give | gave | given |
go | went | gone |
grow | grew | grown |
hang | hung | hung |
have | had | had |
hear | heard | heard |
hide | hid | hidden |
hit | hit | hit |
hold | held | held |
hurt | hurt | hurt |
keep | kept | kept |
know | knew | known |
lead | led | led |
learn | learnt/learned | learnt/learned |
leave | left | left |
lend | lent | lent |
let | let | let |
lose | lost | lost |
make | made | made |
mean | meant | meant |
meet | met | met |
pay | paid | paid |
put | put | put |
read | read | read |
ride | rode | ridden |
ring | rang | rung |
rise | rose | risen |
run | ran | run |
say | said | said |
see | saw | seen |
sell | sold | sold |
send | sent | sent |
set | set | set |
sing | sang | sung |
sit | sat | sat |
sleep | slept | slept |
speak | spoke | spoken |
spend | spent | spent |
steal | stole | stolen |
swim | swam | swum |
take | took | taken |
teach | taught | taught |
tear | tore | torn |
tell | told | told |
think | thought | thought |
understand | understood | understood |
wake | woke | woken |
wear | wore | worn |
win | won | won |
write | wrote | written |
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