If you need information about the previous activities you can open them in Intensive English A2
ESL Code: PeariasaIE - Personal link - Project B1 Level - Recordings
Session 42 - August 09th
Self-evaluation
Dear students, you need opportunities to reflect on your experiences and assess your progress. Please answer these questions in your personal link. You can do it in Spanish.
- What did you enjoy the most?
- What do you think you did best on? Why?
- If you were starting this course again, what would you change? Why?
https://drive.google.com/drive/folders/0B4Jza8FeMkyFa3FDRERyemFVQzA?usp=sharing
Punctuation rules in English
Choose 2 topics and check the differences with our rules
Session 38 - August 03rd
Record your voice reading this song
Céline Dion - That's The Way It Is
I see what you're going through yeah
It's an uphill climb, and I'm feeling sorry
But I know it will come to you yeah
In this thing called love
When you're ready to go and your heart's left in doubt
Don't give up on your faith
Love comes to those who believe it
And that's the way it is
I don't know what to say, no
But it's plain to see, if you stick together
You're gonna find a way, yeah
In this thing called love
When you're ready to go and your heart's left in doubt
Don't give up on your faith
Love comes to those who believe it
And that's the way it is
(That's the way it is)
And loneliness starts to call
Baby, don't worry, forget your sorrow
'Cause love's gonna conquer it all, all
When you're ready to go and your heart's left in doubt
Don't give up on your faith
Love comes to those who believe it
Ohhhhh
Love comes to those who believe it
And that's the way it is
That's the way it is, yeah
Don't give up on your faith
Love comes to those who believe it
And that's the way it is.
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
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 continue and say 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 any more.
Session 37 - August 02nd
Record your voice at the end of the activity.
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
Defining Creativity and Innovation
Creativity is the act of turning new and imaginative ideas into reality. Creativity is characterised by the ability to perceive the world in new ways, to find hidden patterns, to make connections between seemingly unrelated phenomena, and to generate solutions. Creativity involves two processes: thinking, then 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/)
Vocabulary
| Nouns | Adjectives | Verbs |
| Imagination Creativity Inspiration Innovation Creation Skill Ability | Fresh (ideas) Creative (ideas) Innovative Imaginative
| Create Solve Imagine Daydream Invent Experiment Practice |
- What is creativity?
- Are you a creative person?
- What are some creative activities that you enjoy doing?
- Do you think children should be encouraged to do creative activities? Why?
- Is creativity something people are born with?
- Did you have a good imagination when you were a child?
- Do you think it is good for children to daydream?
- What are some ways that a person can be creative?
- What are some creative ways to entertain children?
- Can you think of a device that would make people's life easier?
- Do you like to be creative when you cook?
- What conditions does a person need in order to be creative?
- Does the education system in your country encourage creativity? How?
- What creative activities did you do as a child?
- Who are some of history's most creative people?
- Do you think ancient people were more creative than we are now?
- Why is creativity important?
- Who is the most creative person you know? What kind of things does he or she do?
- Are you good at thinking outside the box?
- Is there any creative architecture in your city?
- How can creativity be fostered?
Plural form of foreign nouns
Simple and quite rules of creating
plural get a little complicated when it comes to words of foreign origin
especially from classical Greek, Latin, French and Italian. Some words create
plural by adding an ending -s, in others stand rules imported from original
languages. Sometimes those two forms are correct.
Nouns ending with -us get an ending -i
or -s:
cactus – cacti/cactuses
fungus – fungi/funguses
hippopotamus – hippopotami/
hippopotamuses
octopus – octopi/octopuses
radius – radii
Nouns ending with -um get an ending -a
or -s:
bacterium – bacteria
curriculum – curricula/curriculums
medium – media
Nouns ending with -on get an ending -a:
criterion – criteria
automaton – automata
Nouns ending with -ex or -vix get an
ending -ices or -s:
index – indices/indexes
matrix – matrices/matrixes
Nouns ending with -is get an ending -es:
analysis – analyses
basis – bases
crisis – crises
diagnosis – diagnoses
hypothesis – hypotheses
oasis – oases
thesis – theses
Nouns ending with -a get an ending -ae
or -s:
antena – antennae/antennas
formula – formulae/formulas
larva – larvae
A social issue is a problem that affects many
people within a society. It is a group of common problems in present-day
society and ones that many people strive to solve. It is often the consequence
of factors extending beyond an individual's control. Social issues are the
source of conflicting opinions on the grounds of what are perceived as
morally correct or incorrect personal life or interpersonal social
life decisions. Social issues are distinguished from economic issues;
however, some issues (such as immigration) have both social and economic aspects.
There are also issues that do not fall into either category, such as warfare.
There can be disagreements about what social issues are
worth solving, or which should take precedence. Different individuals and
different societies have different perceptions. In Rights of Man and
Common Sense, Thomas Paine addresses the individual's duty to
"allow the same rights to others as we allow ourselves."
The failure to do so causes the creation of a social issue.
There are a variety of methods people use to combat social
issues. Some people vote for leaders in a democracy to advance their
ideals. Outside the political process, people donate or share their time,
money, energy, or other resources. This often takes the form of volunteering. Nonprofit
organizations are often formed for the sole purpose of solving a social
issue. Community organizing involves gathering people together for a
common purpose.
- 1. What springs to mind when you hear the term ‘social issues’?
- 2. Do you like discussing social issues in your English class?
- 3. What are the biggest social issues affecting your country today?
- 4. What are the very newest social issues to arise in your country?
- 5. Are you directly affected by any social issues?
- 6. Do you think Hollywood and the music industry are good at focusing attention on social issues?
- 7. Is your government good at dealing with and tackling social issues?
- 8. Which social issues affect the whole world?
- 9. Do social issues ever affect rich people, or are they simply poor people’s problems?
- 10. What would you like the power to be able to do?
- 11. What social issues were around in the past but have now gone?
- 12. What social issues has the Internet created? How is your society dealing with these?
- 13. Are social issues the same as economic issues and environmental issues?
- 14. Would you like a job that involves addressing social issues?
- 15. What new social issues do you think will arise in the future?
| at a glance | I could see at a glance that something was wrong. |
| at hand | We have no solutions at hand. |
| at last | You’re here at last! |
| at least | The disease killed at least two million people. |
| at once | They started singing at once. |
| at random | The candidates are selected at random. |
| at risk | The whole area is at risk of flooding. |
| at times | The children are at times aggressive and cruel. |
| at all times | You should keep an eye on your children at all times. |
| at any time | We can meet at any time you like. |
| at worst | At worst, you’ll go to prison. |
| in advance | Let me know in advance. |
| in all | There were sixty of them in all. |
| in charge | Who’s in charge here? I’m the boss. |
| in common | Have we got anything in common? |
| in a hurry | She was in such a hurry that she forgot to take her passport. |
| in the long run | The machine will save energy in the long run. |
| in trouble | Have you ever helped anyone in trouble? |
| in vain | I tried to get in touch with him but in vain. |
PHRASES WITH ON
| on average | How much do teachers earn in your country on average? |
| onboard | We met onboard an ocean liner. |
| on business | She’s gone to Barcelona on business. |
| on good terms | We’re on good terms in spite of the divorce. |
| on offer | We have lots of goods on offer at present |
| on purpose | Mum, she did it on purpose! |
| on second thoughts | On second thoughts, I’d like to come. |
| by accident | We met by accident. |
| by heart | We had to learn the poem by heart. |
| by no means | This is not, by no means, the end of the matter. |
| for a change | We went to the seaside – just for a change. |
| for real | Our friendship is not virtual – it’s for real. |
| out of breath | I was out of breath after running from the city center to the station. |
| out of order | The lift was out of order, so we had to use the stairs. |
| out of tune | She was singing out of tune. |
Gender equality
Equal rights and opportunities for girls and
boys help all children fulfill their potential.
Girls and boys see gender inequality
in their homes and communities every day – in textbooks, in the media, and among
the adults who care for them.
Parents may assume unequally
responsibility for household work, with mothers bearing the brunt of caregiving
and chores. The majority of low-skilled and underpaid community health workers
who attend to children are also women, with limited opportunity for professional
growth.
And in schools, many girls receive less support than boys to pursue
the studies they choose. This happens for a variety of reasons: The safety,
hygiene and sanitation needs of girls may be neglected, barring them from
regularly attending class. Discriminatory teaching practices and education
materials also produce gender gaps in learning and skills development. (Audios)
Information retrieved from: https://www.unicef.org/gender-equality
- What would you like to do that you can’t do now if you changed gender?
- Are men and women very different?
- Do you think men and women have different brains?
- Are there different laws in your country depending on your gender?
- Can people in your country change their gender under the law?
- Why do you think some people want to change their legal gender?
- Why are Gods generally seen as being men?
- Do men and women live in different cultures?
- Is it OK for boys to play with girls’ toys and vice versa?
- Are men or women bigger risk-takers? Why do you think so?
- Why do you think men are more aggressive than women?
- Are there differences in the ways men and women communicate?
- Do you think men or women are happier?
- Are there different barriers for men and women at work?
- Are gender roles changing in your country?
- Some feminists believe the ‘man’ in ‘human’ or the ‘he’ in ‘she’, ‘them’ and ‘they’ are sexist. What do you think?
Remember to paste the whole evidence in your personal link
READING COMPREHENSION PRACTICE TEST 1
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 around the world. 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 he was 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.
1. Be a Team: Work Together
Remember that you are on a team and that means you work together. Read each others’ speeches, practice in front of one another, and make sure your arguments work together and follow a cohesive line of thought.
2. Write Individual Speeches
Before you come together, break off individually and have each person brainstorm on their own. This will help to bring together a larger assortment of arguments, and will help your team identify which arguments are the main ones and should be presented as such.
3. Analyze the Evidence
You will win the debate by being able to prove that you have the most sound evidence. Triple check the evidence you have to make sure it is accurate and can be proven. Find multiple sources to back your claim.
4. Arguments for Both Sides
Be prepared by having arguments ready in favor of the other side’s argument. In doing this, you are preparing for what the other team will say and can potentially foresee comments from them as well as flaws in their arguments.
5. Prepare Your Speeches
Preparing your speech is an important part of the process. Write it first by yourself, then have your teammates look over your evidence and arguments. Try to discuss your speech frequently with your team so that you are all on the same page about what may happen during the debate.
6. Be Confident
The more prepared you are, the more confident you will become! Every second you spend preparing puts you that much ahead of the competition, so know that preparing will bring you confidence. During the debate, even if you are nervous on the inside, you can fake confidence by always referring to the evidence, pausing when necessary, and making eye contact.
Presentations
Let´s prepare 2 linguistic aspects here.
Write in the chat your option because none can work in the same topic.
Dayana: Another - Other
Likely - Probably
Ingrid: Common mistakes
Comparatives and superlatives
Andrés Felipe: Quantifiers
Word Formation
Check this video
Debating is an extremely useful skill to have. Being a good debater can bring many benefits such as job success, leadership opportunities, as well as good grades in school. If you’re wondering how to debate successfully, we’ve got all the tips you need.
What is Debating
A debate is a structured contest where you try to win by creating the most convincing argument. Debates are oftentimes formal but can occur in informal settings as well.
Debate Structure
In a debate, there is usually a statement given, and participants must
either choose the affirmative side or the negative side. Debate participants
are given some time to prepare and then have the opportunity to speak for a set
amount of time. The speakers switch turns between affirmative and negative sides,
and finally a judge makes a decision on which side made the most convincing
arguments and won the debate.
Conclusion
- Alcohol should be illegal.
- Studying grammar is more important than practising conversation skills.
- Television is the leading cause of violence in today's society.
- Females are better students than males.
- Everyone should plan their own funeral.
- Reading English is more difficult than writing English.
- High school students should wear uniforms.
- The government should pay for post secondary education.
Speech
- What different kinds of literature exist? Is literature only novels?
- How many English authors can you name?
- How many of Shakespeare's plays can you name?
- Have you read a translation of any English books in your language?
- Have you ever read an English translation of a book originally written in your language?
- What sort of books do you enjoy reading?
- Do you prefer fiction or non-fiction?
- What is your favorite book?
- Who is your favorite writer?
- Have you ever read a book and then seen a film of that book?
- Did you read books when you were a child?
- Do you like science-fiction books?
- Do you like love stories?
- Do you like historical stories?
- Has seen a film ever made you read the book it was based on?
- Do you know any American writers?
- How many books by Charles Dickens can you name?
- Who are the most famous writers in your country?
- How many books do you read per year?
- What makes a 'classic' book?
- How do you believe literature can help you to get familiar with a culture?
- Do you think that books are a thing of the past?
- What are some of the main differences between a novel and a short story?
- How many books do you read per week?
- About how many books do you have in your house?
- Do you have a library card?
- Are you a member of any public library?
- Do you prefer reading books or short stories?
- Who is your favorite character from literature?
- Do you like to write your own short stories?
- Do you keep a journal?
- What sort of books do you enjoy reading?
- Which book have you read recently?
- Do you give books to your friends as a present?
- If so, what was the last book you gave?
- Why did you choose that book?
- Some people say that "books are best friends". Is that true for you?
- Do you have your own library? If so, does that mean you like books?
- Some people don't read books or read very rarely, Why?
- Are book prices too high to buy in your hometown?
- What about authors? Are you selective about authors?
- Who is your favorite author?
- What is your favorite "quote"?
- What literature course did you like best in college?
- Why is literature important in our lives?
- What kinds of literature do you enjoy?
- Do you like literature from other countries as well? If so, what kind?
- Do you like authors from other countries as well? If so, who?
- Do you like titles from other countries as well? If so, which ones?
- What kinds of books or which authors don't you like?
- Tell us a little about a book you have read recently?
- Did you enjoy it?
- How long did it take to read?
- Briefly, what was the story about?
Let´s write about first time activities
Activity: Writing about experiences and doing something for the first time, writing about doing something for the first time, watching a short video, discussing a short video and reflecting on the lesson
Topic: Experiences and doing something for the first time
Language: Present perfect simple, past simple and adjectives to describe emotions
Watch this video
Watch this video and write what you understand
Speech
- Has the literature of your country influenced the world?
- Do you think songwriters should be eligible for the Nobel Prize for Literature?
- Would you like to study the history of world literature?
- Do you like classical literature?
- What do you think of modern literature?
- Did you enjoy studying literature at school?
- What image do you have of people who study literature at university?
- In 1857, Gustave Flaubert said: "Read in order to live." What do you think of this?
- Do you like classical literature?
- What do you think of children’s literature?
- Are you proud of your country’s literature?
- Are you more interested in world literature or just the literature of your country?
- Do you think we’ll all be reading or listening to e-Books in the future?
Wish / If only
Use:
Wish and If only can be used:
a) To wish for an ability now or in the future.
I wish I could play the guitar!
If only I could dance like that!
I wish I could go to your wedding next week, but I can’t.
If only I could see my grandmother more often, but I can’t.
I wish I had long hair!
If only I were taller!
I wish I was lying on the beach right now!
If only I was lying on the beach right now!
I wish you wouldn’t shout so loudly.
If only he wouldn’t shout so loudly.
I wish I had studied for my exam!
If only I hadn’t argued with him!
Form:
- To wish for an ability now or in the future.
I wish that I could sing.
If only I could come to Australia too!
- To wish that something could be true at the moment.
I wish I had a pony.
I wish I was rich.
When using the verb ‘be’, you can use ‘were’ for all persons.
I wish I were rich.
If only I were rich.
- To wish that something was happening at the moment.
I wish that this traffic was moving.
If only this traffic was/were moving!
- To wish that something kept happening again and again, or to wish it could stop happening.
I wish (that) / If only + subject + would + infinitive
I wish you would tidy up more often.
I wish he would stop shouting.
I wish (that) / If only + subject + wouldn’t keep + verb-ing
I wish you wouldn’t keep hitting me.
- To wish that something in the past had happened in a different way.
I wish I had studied for my exam!
If only I hadn’t argued with him!
Defining Relative Clauses
Use:
Use defining relative clauses to give information about a noun in a sentence. The listener or reader NEEDS this information to understand the sentence.
The girl who sits next to me at work has a bag just like yours.
Form:
- Use who to give more information about a person.
- Use which or that to give more information about a thing.
The book that you gave me for my birthday is really interesting.
- Use where to give more information about a place.
The town where my uncle lives is a few miles from here.
- Because non-defining relative clauses give essential information, no commas (,) are needed.
- If the noun which the relative clause describes (usually at the beginning of the sentence) is the OBJECT of the sentence, you can delete which, that or who.
The man who is wearing a blue suit is my brother.
The man is the subject of the sentence. You cannot delete who.
The man (who) George is talking to is my brother.
George is the subject of the sentence.
The man is the object of the sentence.
(The sentence can be rewritten: George is talking to a man. The man is my brother). So you can delete who.
You - is the subject of the sentence.
The book is the object of the sentence.
(The sentence can be rewritten: You lent me a book. The book is really good. Which / that is not necessary.)
The book is the subject of the sentence. (The sentence can be rewritten: The book is on the table. It’s really good. Which / that is necessary.)
- The experience of being let down by a friend
- A failure you experienced
- A disappointment you had
- A surprising turn of events you experienced
- Your favorite period of time
- A place you always try to avoid
- If you had power, what you would do with it
- What superpower you choose to have
- If you could change someone’s life
- How money matters for your life
- How you and your best friend met
- The bravest moment of your life
- What makes your parents special
- The experience of overcoming a fear
- The moment your life changed forever
- Why you can succeed in life
- A difficult choice you have made
- A place that is special to you
Session 07
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.
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 quality: 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 in
order 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
though 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 of 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 motive’s 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 in relation to
human behavior?
A. The ability of most people to
see all the colors of the visible spectrum as against most peoples 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 are able to delay gratification as against people’s inability
to control their lives completely
E. The greater lung capacity of
mountain peoples that 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
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 generally used before an adverb or adjective.
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.
'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.
'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.
You can use 'enough'
before a noun.
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.
Video explanation
Ejercicios
|
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 |
Enjoy this video with more examples.
Listen and record
Learn to listen.
Before you learn how to speak, you’ll need to learn how to
listen. Some sounds can be hard to tell apart when you’re listening. Did the
speaker sleep or slip? Did he hurt his chin or
his shin? If you can hear the difference, it will be easier to speak
the difference.
There are many guides to get you started in learning to
listen. We have some great articles here about learning to listen from movies, songs
and music, and podcasts. You can also find listening exercises online.
The pronunciation practice at “http://www.manythings.org” is
really slick, especially its huge selection of lessons on minimal pairs.
Minimal pairs are pairs of words like sleep and slip, that
are only different by one sound.
Session 06
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. Then, match the vocabulary to the pictures and finally answer the questions.
Retrieved from https://eslflow.com/debateanddiscussionlessons.html
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-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 with 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 that of the air higher up would be the same.
1B- 2A - 3E - 4A
Listening - pronunciation activity
Please, remember to use https://vocaroo.com and paste the recording in your personal link.
"As we come to realize that writers combine their ideas with those of others in ways that cannot always be separated out for the purposes of attribution, that writers often reuse phrases in acceptable ways, that citing standards themselves vary widely and are often in the eye of the beholder, and that enforcement of plagiarism rules is an equity issue, the studies and articles panicking over plagiarism make less and less sense. In looking at plagiarism from the different perspectives offered by collaborative writers and today’s millennial student writers, we can see that much plagiarism is not about stealing ideas or deceiving readers."
Retrieved from https://www.insidehighered.com/views/2017/05/23/why-plagiarism-not-necessarily-deceitful-or-deserving-censure-essay
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.
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.
Session 05
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 chose 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 at last realized the need for abandoning 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 Silverlining over 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 man
Retrieved from https://eslflow.com/debateanddiscussionlessons.html
Session 04
Grammar
Session 03
Correction of our tests
Session 02
Midterm Sample in Moodle
Session 01
Project presentations
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