Programa de Extensión - Level 3 - Activities per class

Session 15 - June 02nd

Tongue Twister

Project Presentations


Zero Conditional



The  first conditional structure is used to talk about something which is always true. It always happens, on the condition that something else happens.

Example: If it rains a lot, our garden floods.

1. Make the zero  conditional in this way.

If
When
Unless
I
You
He
she
present simple
,
I
you
he
she
present simple

Examples:
 If you fly on a budget airline, you have to buy your own drinks.
When we visit Geoff, he always cooks us a roast dinner.

Or

I
you
he
she
present simple
If
When
Unless
I
You
He
she
present simple

Examples:

You have to buy your own drinks if you fly on a budget airline.
Geoff always cooks us a roast dinner when we visit him.

2. You can also form the zero conditional with the imperative form.
 If you have a membership card, enter through the door on the left.
 Enter through the door on the left if you have a membership card.

3. You can also form the zero conditional using a modal verb.
If the alarm goes off, we should leave the building.
 If it’s rainy and sunny at the same time, you can often see a rainbow.

First Conditional
Use: 
The first conditional structure is used to talk about something which will or may happen in the future as a result of something else.

Example: If it rains tomorrow, I’ll stay at home.
Form:
Make the first conditional in this way.
If
When
I
you
he
she...
present simple
,
I
you
he
she...
will / won’t
might / might not
verb
(infinitive form)

Examples: If I see Tom, I will tell him the news.
When you visit, we might go to the park.
Or
I
you
he
she...
will / won’t
might / might not
verb
(infinitive form)
if
when
I
you
he
she...
present simple

Examples: She’ll be late if she doesn’t hurry up.
  You might not pass your exams if you watch television all the time.
Common Mistakes:
1) Don’t use will or might directly after will or might.
If I will arrive first, I’ll make lunch.       => If I arrive first, I’ll make lunch.   
2) Always use an infinitive verb after will and might.
I might to go out tonight, if I’m not too tired.      => I might go out tonight if I’m not too tired.

Videos:  


Writing activity:  Create your first conditional sentence.   Write your 'If' clause at the top of the worksheet. Then pass your paper to the person on your right who will complete  the second half of the first conditional sentence any way they like.  Then folds the paper so the 'If' clause cannot be seen and passes the paper to the partner on your right. The next student then uses the second half of the sentence to write the beginning half of a new first conditional sentence. Then folds the paper to hide the last sentence and passes it to the person on their right. This process continues until the worksheet is completed. When everyone has finished writing,  you will correct mistakes on your worksheet and then read the sentences to the group.

Personal plan of work


Answer these questions
¿Cuáles objetivos cumplí?
¿Cuáles fueron las actividades que desarrollé para cumplir mis objetivos?
¿De los objetivos propuestos, cuáles no pude alcanzar y por qué?
¿Cuáles son mis compromisos frente a los nuevos cursos?

Sing along  Lemon tree


[Verse 1]
I'm sittin' here in the boring room
It's just another rainy Sunday afternoon
I'm wastin' my time, I got nothin' to do
I'm hangin' around, I'm waitin' for you
But nothing ever happens and I wonder
I'm drivin' around in my car
I'm drivin' too fast, I'm drivin' too far
I'd like to change my point of view
I feel so lonely, I'm waitin' for you
But nothing ever happens and I wonder

 [Chorus]
I wonder how, I wonder why
Yesterday you told me 'bout the blue, blue sky
And all that I can see is just a yellow lemon tree
I'm turnin' my head up and down
I'm turnin', turnin', turnin', turnin', turnin' around
And all that I can see is just another lemon tree

 [Bridge 1]
Sing!
Dap-dadada-dadpm-didap-da
Dadada-dadpm-didap-da
Dap-didili-da

 [Verse 2]
I'm sittin' here, I missed the power
I'd like to go out, takin' a shower
But there's a heavy cloud inside my head
I feel so tired, put myself into bed
Well, nothing ever happens and I wonder

 [Bridge 2]
Isolation is not good for me
Isolation, I don't want to sit on the lemon tree

 [Verse 3]
I'm steppin' around in the desert of joy
Baby, anyhow I'll get another toy
And everything will happen and you wonder

 [Chorus]
I wonder how, I wonder why
Yesterday you told me 'bout the blue, blue sky
And all that I can see is just another lemon tree
I'm turnin' my head up and down
I'm turnin', turnin', turnin', turnin', turnin' around
And all that I can see is just a yellow lemon tree
And I wonder, wonder
I wonder how, I wonder why
Yesterday you told me 'bout the blue, blue sky
And all that I can see, and all that I can see
And all that I can see is just a yellow lemon tree



Session 14 - May 26th

Tongue twisters

Comparatives and superlatives




Which is worse for your health, smoking or drinking?

Is it better to be rich and dumb or poor and smart?

Is it better to be rich and ugly or poor and beautiful/handsome?

Does technology make the world better or worse? Why?

Which game is more entertaining, Tetris or Angry Birds? Why?

Are you more creative now or when you were in elementary school?

Is it better to study English in class or online?

Which is harder, math or English?

Do you want the development of new technology to go faster or slower?

Are you smarter than your parents?

Are some people luckier than others or do people make their own luck?

Is it better to go on a blind date with someone who is older or younger than you?

More questions

Pictures to do comparison

Dancing with English songs


Session 13 - May 19th

We did some activities using our book and they can not be here in the blog because of author restrictions.

Then we have shared an activity about the movie we have watched.

Enjoy this song


Session 12 - May 12th

Tongue Twisters contest
Project (Team work)
Skype session
Movie

Session 11 - May 05th

Tongue Twisters
Guess who?
Who wants to be a millionnaire.
Dictation activity.

Conversation activity

Affixes


Game: 


Session 10 - April 28th


Doubts before the test?

Midterm

Homework:  Remember to work in your project.  Remeber your verb cards


 MIDTERM NEXT WEEK - APRIL 28

Session 09 - April 21st
Tongue Twisters

Practice with verbs



Read the text (Reading Comprehension) and highlight the linking words.  Explain their use (page 45 Prime Time2)

Football vocabulary:  http://learnenglishteens.britishcouncil.org/study-break/games/beat-keeper
hangman game: http://www.manythings.org/vocabulary/games/k/words.php?f=computer
Speed word with opposites:  http://www.manythings.org/vocabulary/games2/i/words.php?f=opposites
Guess the word:  http://www.manythings.org/vocabulary/games/e/words.php?f=buildings_1

Song:
Session 08 - April 14th

Tongue Twisters
Practice with verbs

 Vocabulary activities​

Word shake: http://learnenglishteens.britishcouncil.org/study-break/games/wordshake
Magic gopher: http://learnenglishteens.britishcouncil.org/study-break/games/magic-gopher
Guess the picture:  http://learnenglishteens.britishcouncil.org/study-break/what-it/what-it-001
Anagram Quiz – Animals:  http://www.manythings.org/anagrams/animals.html

Conversation activity (Prime time)
Listening comprehension:  JK.  Rowling
Biographies: http://www.famouspeoplelessons.com/j/jk_rowling.html

How to write a Biography:
1 . http://grammar.yourdictionary.com/writing/how-to-write-a-biography.html

2. https://www.infoplease.com/homework-help/homework-center-how-write-biography
Template:  http://www.macmillanreaders.com/wp-content/uploads/2010/07/biographyWorksheetElementary.pdf

3. Your biography:  http://smallbusiness.chron.com/write-short-bio-yourself-57289.html



Record this text and check if you have improved your pronunciation.

"...  Two minutes later he said: ‘The next song is by Coldplay. It’s called Yellow and it’s for a beautiful girl who is dancing over there.’ Hannah knew that the song was for her because she was wearing a yellow dress. When Hannah and her friends left the club the DJ was waiting at the door. ‘Hi, I’m Jamie,’ he said to Hannah. ‘Can I see you again?’ So Hannah gave him her phone number.
Next day Jamie phoned Hannah and invited her to dinner. He took her to a very romantic French restaurant and they talked all evening. After that Jamie and Hannah saw each other every day. Every evening when Hannah finished work they met at 5.30 in a coffee bar in the High Street. They were madly in love.
One evening in October, Hannah was at work. As usual she was going to meet Jamie at 5.30. It was dark and it was raining. She looked at her watch. It was 5.20! She was going to be late! She ran to her car and got in. At 5.25 she was driving along the High Street. She was going very fast because she was in a hurry...."    
Taken from:   http://www.englishexercises.org/makeagame/viewgame.asp?id=3872  for educational purposes


Session 07 - April 7th

Tongue Twister.

 Verbs:  choose 5 verbs to continue the activity.

Activity: Record this text and send it using whatsapp.
It was now five o'clock and Mrs. Wilson said it was time for her to go home. She put on her hat, coat and gloves and Mrs. Smith put the dead Sammy into a shopping bag. Mrs. Wilson took the shopping bag and walked to the bus stop. She waited a long time for the bus so she bought a newspaper. When the bus arrived, she got on the bus, sat down and put the shopping bag on the floor beside her feet. She then began to read the newspaper. When the bus arrived at her bus stop, she got off the bus and walked for about two minutes. Suddenly she remembered she had left the shopping bag on the bus.
Speaking session using questions in a card game.

Song:
How to write a Tale

 Let´s write about the story (Project).  Remember to use past in your writings.

Session 06 - March 31st 
Holly Weeek

Session 05 - March 24th

 Tongue Twister

Verbs:  bring  - teach - sleep - say - forget



Movie
The Lucky One is a 2012 romantic drama film directed by Scott Hicks and released in April 2012. It is an adaptation of 2008 novel The Lucky One by Nicholas Sparks.
The film stars Zac Efron as Logan Thibault, a US Marine who finds a photograph of a smiling young woman while serving in Iraq, carries it around as a good luck charm, and later tracks down the woman, with whom he begins a relationship.

We are going to write about the story next class.  Remember to use past in your writings.

See you next class.

Read this information for next class

The script is the heart of the theatrical event.

The basic steps involved in the development of drama include:

1. Thought/Theme/Ideas
What the play means as opposed to what happens (the plot).  Sometimes the theme is clearly stated in the title.  It may be stated through dialogue by a character acting as the playwright’s voice. Or it may be the theme is less obvious and emerges only after some study or thought. The abstract issues and feelings that grow out of the dramatic action.
2. Action/Plot
The events of a play; the story as opposed to the theme; what happens rather than what it means. The plot must have some sort of unity and clarity by setting up a pattern by which each action initiating the next rather than standing alone without connection to what came before it or what follows.  In the plot of a play, characters are involved in conflict that has a pattern of movement. The action and movement in the play begins from the initial entanglement, through rising action, climax, and falling action to resolution.
3. Characters
These are the people presented in the play that are involved in the perusing plot.  Each character should have their own distinct personality, age, appearance, beliefs, socio economic background, and language.
4. Language
The word choices made by the playwright and the enunciation of the actors of the language.  Language and dialog delivered by the characters moves the plot and action along, provides exposition, defines the distinct characters.  Each playwright can create their own specific style in relationship to language choices they use in establishing character and dialogue.
5. Music
Music can encompass the rhythm of dialogue and speeches in a play or can also mean the aspects of the melody and music compositions as with musical theatre.  Each theatrical presentation delivers music, rhythm and melody in its own distinctive manner.    Music is not a part of every play.  But, music can be included to mean all sounds in a production.  Music can expand to all sound effects, the actor’s voices, songs, and instrumental music played as underscore in a play.  Music creates patterns and establishes tempo in theatre.  In the aspects of the musical the songs are used to push the plot forward and move the story to a higher level of intensity.  Composers and lyricist work together with playwrights to strengthen the themes and ideas of the play.  Character’s wants and desires can be strengthened for the audience through lyrics and music.
6. Spectacle
The spectacle in the theatre can involve all of the aspects of scenery, costumes, and special effects in a production.  The visual elements of the play created for theatrical event.  The qualities determined by the playwright that create the world and atmosphere of the play for the audience’s eye.
Further Considerations of the Playwright
Above and beyond the elements outlined above the playwright has other major considerations to take into account when writing.  The Genre and Form of the play is an important aspect.  Some playwrights are pure in the choice of genre for a play.  They write strictly tragedy or comedy.  Other playwrights tend to mix genre, combining both comedy and tragedy in one piece of dramatic work.
Genre/Form
Drama is divided into the categories of tragedy, comedy, melodrama, and tragicomedy.  Each of these genre/forms can be further subdivide by style and content.
Tragedy
Tragedy is an imitation of an action that is serious, complete, and of a certain magnitude.  The tragedy is presented in the form of action, not narrative. It will arouse pity and fear in the audience as it witnesses the action.  It allows for an arousal of this pity and fear and creates an affect of purgation or catharsis of these strong emotions by the audience.  Tragedy is serious by nature in its theme and deals with profound problems.  These profound problems are universal when applied to the human experience.  In classical tragedy we find a protagonist at the center of the drama that is a great person, usually of upper class birth.  He is a good man that can be admired, but he has a tragic flaw, a hamartia, that will be the ultimate cause of his down fall.  This tragic flaw can take on many characteristics but it is most often too much pride or hubris.  The protagonist always learns, usually too late, the nature of his flaw and his mistakes that have caused his downfall.  He becomes self-aware and accepts the inevitability of his fate and takes full responsibility for his actions.  We must have this element of inevitability in tragedy.  There must be a cause and effect relationship from the beginning through the middle to the end or final catastrophe.  It must be logical in the conclusion of the necessary outcome.  Tragedy will involve the audience in the action and create tension and expectation.  With the climax and final end the audience will have learned a lesson and will leave the theatre not depressed or sullen, but uplifted and enlightened.
Comedy
Comedy should have the view of a “comic spirit” and is physical and energetic.  It is tied up in rebirth and renewal, this is the reason most comedy end in weddings, which suggest a union of a couple and the expected birth of children.  In comedy there is absence of pain and emotional reactions, as with tragedy, and a replaced use of mans intellect.  The behavior of the characters presented in comedy is ludicrous and sometimes absurd and the result in the audience is one of correction of behaviors.  This correction of behaviors is the didactic element of comedy that acts as a mirror for society , by which the audience learns “don’t behave in ludicrous and absurd ways.”  The types of comedies can vary greatly; there are situation comedies, romantic comedies, sentimental comedies, dark comedies, comedy of manners, and pure farce.  The comic devices used by playwrights of comedy are: exaggeration, incongruity, surprise, repetition, wisecracks, and sarcasm.
Melodrama
Melodrama is drama of disaster and differs from tragedy significantly, in that; forces outside of the protagonist cause all of the significant events of the plot.  All of the aspects of related guilt or responsibility of the protagonist are removed.  The protagonist is usually a victim of circumstance.  He is acted upon by the antagonist or anti-hero and suffers without having to accept responsibility and inevitability of fate.  In melodrama we have clearly defined character types with good guys and bad guys identified.  Melodrama has a sense of strict moral judgment.  All issues presented in the plays are resolved in a well-defined way.  The good characters are rewarded and the bad characters are punished in a means that fits the crime.
Tragicomedy
Tragicomedy is the most life like of all of the genres.  It is non-judgmental and ends with no absolutes.  It focuses on character relationships and shows society in a state of continuous flux.  There is a mix of comedy and tragedy side by side in these types of plays.
Outline of Playwriting
Along with the basic understanding of these qualities the playwright must take the aspects of unity into great consideration.  At the center of every play there should be unity.  Unity in playwriting means harmony among the component parts.  Included in the next section of this project is an informative outline that can help a perspective playwright achieve unity in their work.  It also aids in the process of starting the initial development of a play and adds credibility to the work.  Some of these important aspects and considerations listed in the outline have been covered in some detail thus far, but others should be strongly considered before a playwright puts pen to paper or hands to keys.
These important aspects include the following:
I.                     Research and Knowledge of:
a.        Themes and Subject Matter Explored
b.       Unity in the Genre/Form and Clarity of Style/Mode of the Intended Work
c.        Knowledge of the Time Period Presented
d.       Research of Any other Relevant data presented in the play
II.                   Inspiration:
a.        Painting/Photo that encapsulates the World of Play
b.       Metaphor that describes the themes at work in a single sentence
c.        Any other Relevant Ideas of inspiration
III.                 Concepts:
Questions you should be able to answer:      What does the play represent? What is its theme? Why is it important? Why does it deserve to be witnessed? What is the moral?  What universal truth does it illustrate? What excites you, the playwright, about the work? What aspects of the drama fires your imagination? What makes you feel zealous and impassioned? What moves you? What about the material gives you a deep feeling of satisfaction? What in the play makes it worthy of an audience’s attention? Why is it compelling?
IV.                   Outlining: Beginning, Middle, and End
a.        Beginning:
        i.      Prologue and or start of play with introduction of characters, date, place, time, setting, and exposition and inciting incident introduced
        ii.      Point of attack, introduce primary conflict and central dramatic question
b.       Middle:
         i.      Characters pursue objectives and encounter obstacles
         ii.      Answers sought; goals of characters conflict with other characters
         iii.      Characters attempt to overcome obstacles and challenges
         iv.      Characters plan tactics, succeed, fail, attack, retreat, surprise, and are surprised, encounter major reversals and a crisis is reached
c.        End:
          i.      Characters engage in final conflict (climax of play)
          ii.      Characters main objective achieved of lost
          iii.      Central dramatic question is answered, theme or ideas of play confirmed. Resolution where order is established
Conclusion
Artistic consideration in playwriting requires selection and arrangement.  Art is skill acquired by experience, study, and clear observations.  Playwrights must consciously set about making choices with a competent plan and creative imagination.  Only then than we consider the playwrights work as a viable start to the theatrical process. Before anyone begins to write a play it is important to understand the medium for which you intend on writing.  Writing for the stage demands an understanding of two fundamentals: the essence of drama and the nature of theatre.
 Taken from  http://homepage.smc.edu/adair-lynch_terrin/ta%205/elements.htm for educational purposes only


Session 04 - March 17th

 Chose a tale (unknown) and prepare the presentation about this story.   You are going to be the main character... so tell your partners the story as it happened to you. 

Write about your story HERE

Then mix the stories with your partners.

 Tongue Twister

 Verbs:  Tell - Think - Write - Take - Speak

Past progressive

The past progressive puts emphasis on the course of an action in the past.

FORM

Positive
Negative
Question
I / he / she / it
I was reading.
I was not reading.
Was I reading?
you / we / they
You were reading.
You were not reading.
Were you reading?

EXCEPTIONS IN SPELLING
Exceptions in spelling when adding ing
Example
Do not write the final e 
dance – dancing
(but: agree – agreeing)
Words with one syllable  that ends in one vowel and one consonant …. Double  the final consonant
stop – stopping
l as final consonant after a vowel is doubled (in British English)
travel – travelling
final “ie” changes for “y”  before adding ING
lie – lying

USE OF PAST PROGRESSIVE
  • Gives  emphasis on the course of an action in the past
Example: She was dancing  “Cumbia” Style.
  • two actions happening at the same time (in the past)
Example: While she was writing a letter , her younger sister was asking many questions.
  • action going on at a certain time in the past
Example: When I was taking a nap, my brother suddenly cried.

SIGNAL WORDS OF PAST PROGRESSIVE

  • while, as long as

When  vs   While

Taken from: https://es.slideshare.net/rapunzelim/whenwhile-past-continuous-tense-past-simple for educational purposes only

Test your understanding about past progressive 

These other test can be develop as personal activity.  You do not have to send them:
1. Simple Past or Past Progressive


(Please undeline the mistakes)

1 - i am a intrapersonal and tactile learner, so i learn easier when i touch something, or when i move my body, i remember things through the physical movement,i like make things like stories and drawings, and i too learn more when i put one goal to get, so i always try to make a plan to study, for that i try to improve my English while i move my feet or hands, i practice my English while i walk too, speaking with one friend, or singing one song, i trace words with my fingers to learn spelling, that is my way to learn and live.

2 - My learning style is naturalistic,intrapersonal and interpersonal,
i think this is true because in the intrapersonal style i am good in have goals and i know myself and in the every time, i try to improvet in the all aspects. in the intrapersonal style is really carasteristic in my, because i feel that i learn when i can explain an others peoples, and finally, the naturalistic style was the caracterystic in the test, i learn seeing, when i see the explain or i see videos and images i feel that i have a true know and i can remeber easlily.


3 -  When i was at high school in the 9 grade, I was one of the worst students in all the classroom, all the time talking with partners while the teacher explained his class, so one day the teacher began the class with a several kind of fury on his eyes, he was looking at me all the time, like one Lyon watching a gazelle, but that wasn´t all , he was calling me all the time to write on the blackboard, I thought “ what´s you fu##ing problem with me, leave alone”, and since that day he was doing the same thing all the days for one month, then I realized that I was becoming one of the betters students in that classroom, and all the teachers were different with me , we were something like friends, just imagine that “ me , the lazier student , friend of teachers” , since that day I know that the people is different with you when you are different with them , so if you want to get a better place on your job or a better thing at any place, you must be friendly with the people, and try to understand them.
Practice conversation using these questions.

English                How long have you been learning English?         
                           How useful do you think English is?
Family                 Describe your relationship with your family?     
                           Do you have much contact with your cousins?
                           What do you most enjoy doing with your family?
Holidays              Where did you go for your last holidays?             
                           What do you dislike doing when you are on holiday?
                           Where do you plan to go for your next holiday?
Leisure                How often do you go to the cinema?    
                           What was the last film you saw'?
Location              Describe the area where you live.          
                           What do you like and dislike about where you live?
                           Would you like to live in another place?
Sport                   Do you play any sports?               
                           What sports do you like watching on tv?
                           Which sports do you find boring?
Transport             How did you get here today?    
                           Which type of public transport do you use most often?
                           Which is your favourite way to travel?

HOMEWORK FOR NEXT SATURDAY
Answer the information about this paper


Session 03 - March 10th


TONGUE TWISTER:     

Peter Piper picked a peck of pickled peppers;
A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled peppers,

Where's the peck of pickled peppers Peter Piper picked?

Verbs:   Cut - drink - drive - eat - find
WHAT ARE SIGNAL WORDS FOR THE SIMPLE PAST?
These words tell you what tense you have to use. For the Simple Past these are expressions of time in the past.
yesterday
last week
a month ago
in 2010
this morning
Here are some examples:
What did you do in your last holidays?
His parents married in 2004.
I didn't text my friend yesterday.
Did you miss the bus this morning?
Taken from:  https://www.englisch-hilfen.de/en/grammar/simple_past_signal_words.htm   for educational purposes only

How to spell regular and irregular verbs in the Simple Past
You have to know all forms of irregular verbs very well. For the Simple Past you need the form of the verb which can be found in the 2nd column of the table of irregular verbs.
go → went → gone
Add -ed with regular verbs:
regular verbs → infinitive + -ed
Sometimes the are exceptions in spelling when adding -ed:
1. Adding -ed
1.1. consonant after a short, stressed vowel at the end of the word
Double the consonant.
stop – stopped
swap – swapped
We do not double the consonant if the vowel is not stressed:benefit – benefited (Here we stress the first e, not the i.)
In Britsh English we double one -l at the end of the word:travel – travelled
1.2. one -e at the end of the word
Only add -d.love – loved
save – saved
1.3. verbs ending in -y
Change -y to -i after a consonant. Then add -ed.
worry – worried
Add -ed with verbs ending in -y preceded by a vowel (a, e, i, o, u):
play – played
Taken from:  https://www.englisch-hilfen.de/en/grammar/simple_past_spelling.htm for educational purposes only


http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/past-simple-regular-verbs


http://learnenglishteens.britishcouncil.org/grammar/beginner-grammar/past-simple-regular-verbs for educational purposes only



How do we pronounce the -ed? 
In 3 ways:
    • /ɪd/
    • /t/
    • /d/
If the base verb ends in one of these soundsexample base verb*example with -edpronounce the -ed asextra syllable?
/t/wantwanted/ɪd/
     yes
/d/endended
unvoiced/p/hopehoped/t/







      no
/f/laughlaughed
/s/faxfaxed
/ʃ/washwashed
/ʧ/watchwatched
/k/likeliked
voicedall other sounds, egplayplayed/d/
allowallowed
begbegged
Taken from: https://www.englishclub.com/pronunciation/-ed.htm.  For educational purposes only



Video: Dave Sconda - Diagraph /æ/  

Speaking Task: oral test  -  Prime Time  p.49


https://learnenglishteens.britishcouncil.org/skills/speaking-skills-practice/talking-about-your-weekend
Songs:  
Perfect - Ed Sheeran
Impossible:  James Arthur

  LISTENING ACTIVITY

 Session 02 - March 03rd

TONGUE TWISTER:     

I thought a thought.  But the thought I thought wasn't the thought I thought I thought.  If the thought I thought I thought had been the thought I thought, I wouldn't have thought so much

Game:
Elephant – tea – ant – these – eraser - rule....

Write an anecdote about your life.  
You have read a sample about Stella Young.  
Post your anecdote here 


Activity2:  Underline the verbs

 Write about your learning style:   https://peariasa.blogspot.com.co/p/my-learning-style.html

 Activity 3:  Prepare a wordmap with information about past:  What do you remember about this topic?

Explanation about the topic:  Simple past

Minimal pairs:

Lyric s training:  That´s the way it is: 
http://es.lyricstraining.com/en/play/celine-dion/thats-the-way-it-is/H5ofqYNH05

Código del profesor:  Peariasa3F

For next class it would be intereseting if you review these links and ask questions about them next Saturday:
Grammar
http://www.elearnenglishlanguage.com/blog/aprenda-ingles/gramatica/preguntas-informativas/
http://www.sherton.com.ar/curso-ingles/preguntas/whquestions.htm
http://www.learnenglish-online.com/grammar/tests/whquestions.html
"TH" Pronunciation English Meeting ESL Lesson



Session 01 - February 24th

Ice breaker:  improving your learning skills

TONGUE TWISTER:  
Two tiny timid toads trying to trot to Tarrytown   

Answer these tests:


Take a screenshot of your results (Scores) and paste them in one word document.  Then send them to your email

Important papers to read about

Motivation

Cronograma 2018-1

Cronograma detallado - 2018-1

Important information about the course

Phonetics 

Video: Dave Sconda - th  [θ] [ð]

Vowel team: http://www.starfall.com/n/skills/two-vowel/load.htm?f

Silent E - http://www.starfall.com/n/skills/silent-e/load.htm?f

Homework:  

Prepare 3 verbs:(using the cards)
Prepare this reading for next class

Let´s read an anecdote!

Stella Young (comedian with a disability)
“At high school, I just wanted to fit in with my non-disabled friends. I didn’t like hanging out with other people with disabilities. But walking to class with friends, invariably I’d have to duck off and find the accessible entrance, and I’d get really worried about rejoining the conversation. I’d pretend I hadn’t missed huge chunks. I’d be all, “Oh, yes, yes. Of course.” ….
I had surgery on my legs in year 8, so I had time off school, and it was at the end of Year 8 that they kicked me out. I stressed all holidays because I was terrified of having no friends. So I thought, “Right, I’m going to try to sit with other people at lunchtimes.”
I floated around and sat with other people, and it felt really awkward.  It’s difficult to be subtle in a chair.   I was sure they were wondering what I was doing there.
Then I thought, “What the hell, I could be the worst house on the best street”, and I “joined” the popular group. I’d go and sit with them, eat lunch and hang out, until this mortifying incident one lunchtime.   The girls were all talking about how they wished someone would go away. You know, “I wish she’d just f… off.”    As usual, I didn’t know who they were talking about. I was just agreeing like always, nodding and smiling, saying, “I know, oh yes, I know.” Eventually, yes, I realised they were talking about me. So, I raised my chair up, and said, “I’m just going to go to the toilet,” and I went and I cried.”

























































Session 03 - March 10th


TONGUE TWISTER:     

Peter Piper picked a peck of pickled peppers;
A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?

Verbs:   Cut - Feel - get- go- find


Activity about esl videos




WHAT ARE SIGNAL WORDS FOR THE SIMPLE PAST?
These words tell you what tense you have to use. For the Simple Past these are expressions of time in the past.
yesterday
last week
a month ago
in 2010
this morning
Here are some examples:
What did you do in your last holidays?
His parents married in 2004.
I didn't text my friend yesterday.
Did you miss the bus this morning?
Taken from:  https://www.englisch-hilfen.de/en/grammar/simple_past_signal_words.htm   for educational purposes only

How to spell regular and irregular verbs in the Simple Past
You have to know all forms of irregular verbs very well. For the Simple Past you need the form of the verb which can be found in the 2nd column of the table of irregular verbs.
go → went → gone
Add -ed with regular verbs:
regular verbs → infinitive + -ed
Sometimes the are exceptions in spelling when adding -ed:
1. Adding -ed
1.1. consonant after a short, stressed vowel at the end of the word
Double the consonant.
stop – stopped
swap – swapped
We do not double the consonant if the vowel is not stressed:benefit – benefited (Here we stress the first e, not the i.)
In Britsh English we double one -l at the end of the word:travel – travelled
1.2. one -e at the end of the word
Only add -d.love – loved
save – saved
1.3. verbs ending in -y
Change -y to -i after a consonant. Then add -ed.
worry – worried
Add -ed with verbs ending in -y preceded by a vowel (a, e, i, o, u):
play – played
Taken from:  https://www.englisch-hilfen.de/en/grammar/simple_past_spelling.htm for educational purposes only


http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/past-simple-regular-verbs

Taken from:http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/past-simple-regular-verbs. For educational purposes only



How do we pronounce the -ed? 
In 3 ways:
    • /ɪd/
    • /t/
    • /d/
If the base verb ends in one of these soundsexample base verb*example with -edpronounce the -ed asextra syllable?
/t/wantwanted/ɪd/
     yes
/d/endended
unvoiced/p/hopehoped/t/







      no
/f/laughlaughed
/s/faxfaxed
/ʃ/washwashed
/ʧ/watchwatched
/k/likeliked
voicedall other sounds, egplayplayed/d/
allowallowed
begbegged
Taken from: https://www.englishclub.com/pronunciation/-ed.htm.  For educational purposes only





Video: Dave Sconda - Diagraph /æ/  

Speaking Task: oral test  -  Prime Time  p.49


https://learnenglishteens.britishcouncil.org/skills/speaking-skills-practice/talking-about-your-weekend
Songs:  
Perfect - Ed Sheeran


Impossible:  James Arthur
Leisure activities from past

http://www.ompersonal.com.ar/INTERMEDIATE/unit2/page1.htm

http://www.ompersonal.com.ar/INTERMEDIATE/unit2/page2.htm

http://www.ompersonal.com.ar/omexpress/entretenimiento/diversionyrecreacion.mp3

Vocabulary

brain-teasers, riddles, chess, aquarium keeping, dancing, billiards, pool, embroidery, camping, cooking, crossword puzzle, dominoes, video editing, sculpting, hiking, photography, engraving, video recording, gardening, marbles, checkers, darts, card games, oil painting, jigsaw puzzle, jogging, yoga..

Exercise:  Write a text (4 ideas min) about leisure activities

Session 15 - June 03rd

Tongue Twister
Fresh fried fish, Fish fresh fried, Fried fish fresh, Fish fried fresh. 
Language in Use: Prime Time 3 Unit 1
Song: She will be loved
Session 14 - May 27th

Tongue Twister
A flea and a fly flew up in a flue.
Said the flea, "Let us fly!"
Said the fly, "Let us flee!"
So they flew through a flaw in the flue.
Exercises about past.
Midterm corrections

Project presentations!
Homework:
Activity about esl videos:  http://www.eslvideo.com/eslvideo_quiz_int.php?id=29042

Session 13 - May 20th
File with activities for today
Tongue Twister

Games:  interview - guess who
Homework:
Activity about esl videos:http://www.eslvideo.com/eslvideo_quiz_lowint.php?id=7619

Session 12 - May 06th
Listening activity:  famous people lessons.com

Midterm

Activity related to project (team work)
Homework:
Activity about esl videos: http://www.eslvideo.com/eslvideo_quiz_int.php?id=27616
Session 11 - April 22nd

​
Activity about esl videos:  http://www.eslvideo.com/eslvideo_quiz_highint.php?id=27681
CODE:  peariasa 3E

Tongue Twister review


Lyrics:   https://www.youtube.com/watch?v=9SKFwtgUJHs

This ain't a song for the broken-hearted
No silent prayer for the faith-departed
I ain't gonna be just a face in the crowd
You're gonna hear my voice
When I shout it out loud
It's my life
It's now or never
I ain't gonna live forever
I just want to live while I'm alive
(It's my life)
My heart is like an open highway
Like Frankie said
I did it my way
I just want to live while I'm alive
It's my life
This is for the ones who stood their ground
It's for Tommy and Gina who never backed down
Tomorrow's getting harder, make no mistake
Luck ain't enough
You've got to make your own breaks
It's my life
And it's now or never
I ain't gonna live forever
I just want to live while I'm alive
(It's my life)
My heart is like an open highway
Like Frankie said
I did it my way
I just want to live while I'm alive
It's my life
You better stand tall when they're calling you out
Don't bend, don't break, baby, don't back down
It's my life
And it's now or never
I ain't gonna live forever
I just want to live while I'm alive
(It's my life)
My heart is like an open highway
Like Frankie said
I did it my way
I just want to live while I'm alive
(It's my life)
Written by Richard Sambora, Jon Bon Jovi, Max Martin • Copyright © Kobalt Music Publishing Ltd., Sony/ATV Music Publishing LLC, Universal Music Publishing Group, Austro-mechana Gmbh

Session 10 - Holy Week


Session 09 - April 08th


Movie:  Selfless 


Childhood memories:  http://elllo.org/english/1201/1250-Daniel-Childhood.htm

Listening quiz: http://www.eslvideo.com/esl_video_quiz_beginning.php?id=16572

Let´s read about childhood memories and then talk with your partners about yours

Challenge yourself with word games:  
http://en.bab.la/quiz/tricky-spellings-2

http://en.bab.la/games/hangman

Session 08 – April 01st

Phonetics:

Song:

Session 07 - March 25th

Past progressive and activities in the book 
Prime Time 2

Session 06 - March 18th
​



Project team work














Session 01 - February 10th
Speaking Task:  Video

Ice breaker:  improving your learning skills





Verb list taken from:  http://www.saberingles.com.ar/lists/irregular-verbs.html
Infinitive
Simple Past
Past Participle
Spanish
be
was / were
been
ser
beat
beat
beaten
golpear
become
became
become
convertirse
begin
began
begun
comenzar
bite
bit
bitten
morder
blow
blew
blown
soplar
break
broke
broken
romper
bring
brought
brought
traer
build
built
built
construir
buy
bought
bought
comprar
catch
caught
caught
atrapar
choose
chose
chosen
elegir
come
came
come
venir
cost
cost
cost
costar
cut
cut
cut
cortar
do
did
done
hacer
draw
drew
drawn
dibujar
dream
dreamt/dreamed
dreamt/dreamed
soñar
drink
drank
drunk
beber
drive
drove
driven
conducir
eat
ate
eaten
comer
fall
fell
fallen
caer
feed
fed
fed
alimentar
feel
felt
felt
sentir
fight
fought
fought
pelear
find
found
found
encontrar
fly
flew
flown
volar
forget
forgot
forgotten
olvidar
forgive
forgave
forgiven
perdonar
freeze
froze
frozen
congelar
get
got
got
tener, obtener
give
gave
given
dar
go
went
gone
ir
grow
grew
grown
crecer
hang
hung
hung
colgar
have
had
had
tener
hear
heard
heard
oír
hide
hid
hidden
esconderse
hit
hit
hit
golpear
hold
held
held
tener, mantener
hurt
hurt
hurt
herir, doler
keep
kept
kept
guardar
know
knew
known
saber
lead
led
led
encabezar
learn
learnt/learned
learnt/learned
aprender
leave
left
left
dejar
lend
lent
lent
prestar
let
let
let
dejar
lose
lost
lost
perder
make
made
made
hacer
mean
meant
meant
significar
meet
met
met
conocer, encontrar
pay
paid
paid
pagar
put
put
put
poner
read
read
read
leer
ride
rode
ridden
montar, ir
ring
rang
rung
llamar por teléfono
rise
rose
risen
elevar
run
ran
run
correr
say
said
said
decir
see
saw
seen
ver
sell
sold
sold
vender
send
sent
sent
enviar
set
set
set
fijar
sing
sang
sung
cantar
sit
sat
sat
sentarse
sleep
slept
slept
dormir
speak
spoke
spoken
hablar
spend
spent
spent
gastar
steal
stole
stolen
robar
swim
swam
swum
nadar
take
took
taken
tomar
teach
taught
taught
enseñar
tear
tore
torn
romper
tell
told
told
decir
think
thought
thought
pensar
understand
understood
understood
entender
wake
woke
woken
despertarse
wear
wore
worn
llevar puesto
win
won
won
ganar
write
wrote
written
escribir

No comments:

Post a Comment

Thanks for your comment.
As soon as I read it I will let your comment be visible in the blog.
See you!

Subscribe to: Posts (Atom)