Level 9


ACTIVITIES  - September 22nd

Last session to finish the project


You can paste the link where you have your project in the title where is set the team.   In the column where you find the topics

Dear students, please remember that a project involves fundamental and common steps such as objectives, introduction, content development, and conclusions. In addition, you should prepare a project presentation, which is what we have done so far. This is why I suggest creating the document with the essential steps of a project. You don't have to follow a defined or specific path, but rather the essential steps. I recommend taking the following into account, but it doesn't have to be strictly adhered to in all aspects. Review what you have and what you can implement.

Cover Page:

Include a cover page with the project title, your name, your teacher's name, the date, and any other details required by your educational institution.

Table of Contents:

Create a table of contents that lists the project's sections and subsections along with their corresponding page numbers.

Introduction:

Begin with an introduction that introduces the project's topic in English.
Explain why you chose this topic and what your objectives are.

Project Body:

Divide the project body into thematic sections or chapters.
Use headings and subheadings to clearly organize and label each section.
Ensure that the content is coherent and follows a logical structure.

Text Formatting:

Use a clear and readable font, such as Times New Roman or Arial, in 12-point size.
Left-align the text and use 1-inch (2.54 cm) margins on all sides of the page.
Use single spacing or the spacing specified by your teacher.

Images and Graphics:

If you include images, graphics, or tables, ensure they are relevant, labeled, and cited.
Align images and text consistently.

Citations and References:

If you use external sources, properly cite all quotations and references following a citation style (APA, MLA, Chicago, etc.) for your teacher's guidelines.

Footnotes or Endnotes:

If necessary, include footnotes or endnotes to clarify Using external sources, properly cite all quotations and references following a citation style (APA, MLA, Chicago, etc.) expand on information.

Conclusions:

Conclude your project with a conclusions section where you summarize key points and highlight major findings.

Bibliography or References:

List all sources used in the bibliography or references section at the end of the project.

Appendices (if necessary):

If you have additional material, such as surveys, interviews, or raw data, place it in appendices at the end of the project.

Review and Editing:

Carefully review and edit your project for grammar, spelling, and style errors.

Final Formatting:

Ensure that the entire project has a consistent and professional format before submission.

Submission:


Presentation. 



ACTIVITIES  - September 21st

First part (20 minutes)



Second part (40 minutes)

Chat rooms


Inclusive education is an educational philosophy and approach that aims to provide equal educational opportunities for all students, regardless of their individual backgrounds, abilities, or differences. It's based on the fundamental belief that every individual has the right to access quality education and participate fully in the learning process. Inclusive education goes beyond simply placing students with disabilities or diverse needs in regular classrooms; it strives to create a supportive and welcoming learning environment that accommodates and celebrates diversity.




Third part ( 45 minutes)

Sharing activities and Debate


ACTIVITIES  - September 20th

First part (60 minutes)


Clause structure and verb Patterns

All clauses in English have at least two parts,

 a noun phrase (subject) and a verb phrase:


Noun phrase (subject)

Verb phrase

The children

laughed.

All the people on the bus

were watching.

 

But most clauses have more than two parts:

 

Noun phrase (subject)

Verb phrase

Object, complement or adverbial

John

wanted

a new bicycle.

All of the girls

are learning

English.

This soup

tastes

awful.

Mary and the family

were driving

to Madrid.

She

put

the flowers in a vase.

 

The first noun phrase of a sentence is the subject. English clauses always have a subject:

His father has just retired. He was a teacher. (NOT Was a teacher.)
I'm waiting for my wife. She is late. (NOT Is late.)

except for the imperative, which is used for orders, invitations and requests:

Stop!
Please come to dinner tomorrow.
Play it again, please.

If we have no other subject, we use there or it. We call this a dummy subject:

There were twenty people at the meeting.
There will be an eclipse of the moon tonight.
It's a lovely day.
It's nearly one o’clock.

 

Verb patterns

Different verbs have different patterns, so the structure of the clause depends on the verb.

Transitive and intransitive verbs

Most verbs in English are either transitive or intransitive. A transitive verb has the structure noun + verb + noun:

Noun (subject)

Verb

Noun (object)

John

wanted

a new bicycle.

 

Transitive verbs need an object. Common transitive verbs are:

 

bring
buy

enjoy
like

make
take

want
wear

 

An intransitive verb has the structure noun + verb:

Noun (subject)

Verb

John

smiled.

 

Intransitive verbs do not have an object. Common intransitive verbs are:

 

arrive
cry

die
fall

happen
laugh

smile
work

 

There are other kinds of verb patterns. For example:

Information retrieved from https://learnenglish.britishcouncil.org/ just for learning purposes.


Second part (40 minutes)


Chat rooms


Play diferent roles using this interview and add your questions and answers.

Interviewer: Good day, ladies and gentlemen. Today, we have the privilege of discussing a crucial topic: the quality of education in marginalized communities. I'm [Your Name], and we are joined by two esteemed guests who have deep insights into this issue. Please welcome [Guest 1], an education advocate, and [Guest 2], an experienced educator.

Guest 1: Thank you for having us.

Guest 2: It's a pleasure to be here.

Interviewer: Let's dive right in. [Guest 1], can you provide an overview of the current state of education in marginalized communities, highlighting some key challenges?

Guest 1: Certainly. In marginalized communities, we often see disparities in resources, experienced teachers, and access to extracurricular activities. These challenges can hinder students' educational progress.

Interviewer: [Guest 2], from your extensive experience, what are the specific hurdles that students and teachers face in marginalized communities?

Guest 2: One of the biggest challenges is overcrowded classrooms. Teachers may also lack the resources needed for effective teaching, and students often come to school with various socio-economic barriers that affect their ability to learn.

Interviewer: [Guest 1], can you share some successful initiatives or strategies that have proven effective in improving education outcomes in these communities?

Guest 1: Of course. Initiatives that target equitable funding, smaller class sizes, and ongoing teacher professional development have shown great promise. Additionally, community involvement and collaboration can lead to positive changes.

Interviewer: [Guest 2], how can educators adapt their teaching methods and curricula to better serve the diverse needs of students in marginalized communities?

Guest 2: It's crucial to embrace culturally responsive teaching. This means incorporating students' backgrounds and experiences into the curriculum, making learning more relatable and engaging. Also, providing additional support services can help bridge gaps in understanding.

Interviewer: Both of you emphasized community involvement. How can parents and communities play a role in improving education for marginalized students?

Guest 1: Parents and communities can advocate for their children's education, get involved in school decision-making, and support local educational initiatives. Their active participation is often a catalyst for change.

Guest 2: Building strong school-community partnerships is vital. Schools can also offer workshops and resources to help parents become more engaged in their children's education.

Interviewer: Looking ahead, what is your vision for the future of education in marginalized communities?

Guest 1: My vision is a future where every child, regardless of their background, has equal access to a high-quality education. I hope to see a shift towards a more equitable distribution of resources and opportunities.

Guest 2: I echo that vision. In the future, I hope to see marginalized communities empowered through education, with every student having the opportunity to fulfill their potential, no matter their circumstances.

Interviewer: Thank you both for your valuable insights and dedication to improving the quality of education in marginalized communities. Your perspectives are instrumental in raising awareness and driving positive change in the education system.



ACTIVITIES  - September 19th

First part (60 minutes)

Chat Rooms

1.. Watch  this video:
2.   Read some of your partners´ answers in Moodle. (2 at least)  

3.   Reply your partners.

Two more questions to discuss:

4. What resources and educational initiatives are needed to help individuals and healthcare professionals navigate the complexities of end-of-life care and assisted suicide?

5. What emotional and psychological support should be available to patients and their families when making end-of-life decisions, including those related to assisted suicide?

Second part (40 minutes)

Copy this Information and practice in your personal link


For each question, choose which of the four possible answers fits the space best and write the correct word into the empty box. Also explain why the other three answers are not possible.


1. Michelle came nearer the house but then she ran _________ when she saw our big black dog. She has never liked dogs!
a. of
b. away
c. across
d. around

2. The tiger belongs to the big cat family, but __________ the panther which lives in South America, is found mainly in Asia.
a. whether
b. while
c. unlike
d. dissimilar

3. Jason Rewerd, 27, has been charged with abandoning his  _______ and failing to report for duty at the military base in town.
a. gate
b. post
c. job
d. checkpoint

4. The Antarctic may seem an empty, desolate place but it is actually_____ to hundreds of different species of animals.
a. dwelling
b. shelter
c. home
d. habitat

5. You can see how this artist has _______ the well-known style of earlier artists such as Turner and Renoir.
a. repeated
b. imitated
c. twinned
d. modelled

6. _______ temperatures have made living in this part of the world more and more difficult.
a. raising
b. enlarging
c. rising
d. growing

7. How much would it cost to put a new _____ on this old picture Larry? It's for my wife's birthday.
a. border
b. surround
c. frame
d. square

8. In the event of fire, _____ the glass and use the extinguisher.
a. crash
b. crack
c. hit
d. smash

Answers are here
Word Formation Exercise.

For each question, fill the space in the sentence using the base word given in bold at the end. The required word may be a noun, adverb, adjective, or verb and it may be either positive (e.g. helpful) or negative (e.g. unhelpful).

1. The Sultan spent over fifty million dollars making the capital city's main hotel the most _______  in the country.
luxury

2. Police working on solving the bank robbery have by chance _______  a plan to murder a leading politician.
cover

3. We should go and eat at "Franco's" which is _______ a great little restaurant.
suppose

4. I left the house at 8am and stared at the empty garage in _______. My car was nowhere to be seen. Someone had stolen it!
believe

5. If you have any problems finding things, just ask Roger. He is very _______  and will tell you where to find what you want.
help

6. You paid $25 for a simple breakfast?! They have certainly _______  you! You should go back and complain.
charge

7. The gang robbed three banks in the same city and all at about the same time. Not  _________, they were caught by the police during the fourth attempt.
surprise

8. Sarina is only my half-sister because we have __________  mothers.
differ

Activities retrieved from www.esl-lounge.com just   for educational purposes

Answers are here

Third part (30 minutes)











ACTIVITIES  - September 18th

Hello, dear students. Please remember that an important part of your project is to read and provide feedback on other projects. Last week, we did that with some of you, but others left the session without participating, and a few didn't attend at all. This assignment contributes to your grade, so it is crucial to complete it as soon as possible.

First part (40 minutes)

Substitution and Ellipsis
Information Retrieved at Grammar Wiz just for educational purposes

Substitution and ellipsis are both ways in which to improve your writing style by avoiding the repetition of words previously used in a sentence.

Substitution

With substitution in English grammar, we replace a word previously used with another word. Common words to do this are do/does, one/ones, here, there, that, so, then.

Some can place single words and phrases while others may replace clauses. Here are some examples, with the underlined word replaced by the word in red:

Examples of Substitution:

A new theme park has opened near me but I've never been there

I really loved your biscuits. Can I have another one? 

I don't think you should go to meet her but that is your decision 

He's sure he'll pass the exam, but I don't think so

I'm sure you'll finish before I do 

He'll go next month. I think I'll go then too. 

Ellipsis

With ellipsis, rather than using a new word, the previously used word, phrase or clause, is left out. The context of what is being said or written makes the meaning clear without the words being there. 

Examples of Ellipsis:

I'm going to eat the spicy food but do you think you should eat the spicy food?

They were going to have a big wedding but they've decided not to have a big wedding.

I went shopping in the morning and I went to the doctor in the afternoon.

A: Could you come and see me? B: I could Maybe come and see you.

Are You doing ok?

While you are running you should listen to music.

The man who is wearing the suit is the MP for Greenwich. 


Second part (20 minutes)





Third part (15 minutes)




Fourth part (50 minutes)



Time for writing.  You will be asked during this part of the session about an Ethical Dilemma.  Please be sure to answer with at least 100 words per question.  Read you partners opinion and reply 2 of them.





ACTIVITIES  - September 15th

Hello, dear students. Please remember that an important part of your project is to read and provide feedback on other projects. Yesterday, we did this with some of you, but others left the session without participating, and a few didn't attend at all. This assignment contributes to your grade, so it is crucial to complete it as soon as possible

First part (40 minutes)

WISH, RATHER, IF ONLY, IT’S TIME – UNREAL USES OF PAST TENSES-

Wish

We can use wish + past simple to talk about things that we would like to be different in the present or future (but which are very unlikely or impossible).

We can use wish + past perfect to talk about things that happened in the past and that we regret

(we would have wanted them to be different).

We can use wish + person/thing + would + infinitive when we talk about situations that

annoy us and we would like them to change, or to stop.

We CANNOT use this structure to wish about ourselves (do NOT use I wish I would).


If only

We can use if only instead of I wish to mean the same. The only difference is that if only is more emphatic.


Would rather/would sooner

Would rather (than)/would sooner (than)

We use would rather or would sooner + infinitive to talk about preference. We can use them with than in affirmative sentences or with or in questions.

Would rather/would sooner + subject + past simple

When we use a different subject after would rather or would sooner, we use past simple to refer to the present or future.

Note that we can use were instead of was with I/he/she after would rather or would sooner.

Would rather/would sooner + subject + past perfect

When we use a different subject after would rather or would sooner, we use past perfect to refer to the past.


It’s time - It’s (high) time + subject + past simple

We can use it’s time or it’s high time followed by a subject and a past simple verb to say that something should be done now or in the future.

We can also use the alternatives it’s time + to infinitive or it’s time for someone + to-infinitive.

Suppose, supposing, imagine, and what if can be used

like we use if in conditionals. So after these words, we use the present tense for real

situations (first conditional), and the past simple or past perfect

for unreal situations (second and third conditionals).

Practice 1

Practice 2


Second part ( 20 minutes)

Do you remember our tongue twister?
This is a challenge for you.
Record it and paste the link in our moodle.


Third part (30 minutes)

Speaking task

Would you rather…

A classic word game that you can make as goofy as you want. Present two scenarios and see which one people would choose if given a choice. They can both be positive, negative, or just plain unbelievable. Here are ideas to get you started: 

  1. Would you rather travel 100 years in the future or 100 years in the past?
  2. Would you rather be Ironman or Captain America? 
  3. Would you rather lose your keys or your phone? 
  4. Would you rather live in Paris or Bangkok? 
  5. Would you rather see a spider in your house every day or have a mosquito bite you once a week? 
  6. Would you rather never listen to music or never be able to read another book? 
  7. Would you rather live in a bustling city like Bogotá or a smaller, tranquil town like Villa de Leyva?
  8. Would you rather settle down in the Andean region of Colombia, like Manizales, or on the Caribbean coast in Cartagena?
  9. Would you rather spend 5 years in prision or 10 years in coma?
  10. Would you rather lose your sight or your memories?
  11. Would you rather have the ability to travel through time or read minds
  12. Would you rather live in a bustling city or a peaceful countryside?
  13. Would you rather lose your job or the opportunity to pursue your passion?
  14. Would you rather lose your ability to see the world around you or your ability to remember the moments you've experienced?
  15. Would you rather go to the bathroom 10 times every day or one time every two weeks?
  16. Would you rather go to the cinema or study English on Fridays?

As you answer, you can explain your reasoning for choosing one scenario over the other. And try to add other "Would rather" question


Fourth part (30 minutes)

Show up on your cameras... Feel free to bring coffee, wine, or beer. Let's enjoy a friendly evening together!

It´s friendship weekend!!

Dear Students, I want to take a moment to express my appreciation for the commitment, friendship, and punctuality you've consistently shown throughout our journey together. Your excellent work, organized approach, and intelligent contributions in class have not gone unnoticed. As responsible students, you have not only excelled academically but also cultivated a warm and supportive atmosphere within our group. Your dedication to your studies and your camaraderie with one another are qualities that make teaching all the more rewarding. Let's continue to nurture this friendship, uphold our commitment to learning, and maintain our punctuality in all our endeavors. Together, we'll achieve even greater heights of success and create lasting memories. Thank you for being such an outstanding and responsible group of students. Warm regards,

Your teacher!

Happy Friendship Weekend!!


Lyrics training

Song association video

Song association flash cards




ACTIVITIES  - September 14th

First part ( 20 minutes)

3.  Participate in a role play with the interviews.

Interviews

Catalina, Gustavo and Ingrid (done)

Lorena-Edwin- Juan José


Second part ( 40 minutes)

Speaking tastk

Animal rights and factory farming.

These ideas can serve as starting points for discussions related to animal rights and the issues surrounding factory farming:

Ethical Considerations: Explore the ethical implications of factory farming, such as animal cruelty, inhumane living conditions, and the impact on the well-being of animals.

Animal Welfare Laws: Discuss the existing laws and regulations governing the treatment of animals in factory farms and consider whether they are sufficient or need improvement.

Alternatives to Factory Farming: Investigate and promote alternative methods of food production, such as organic farming, free-range farming, and plant-based diets, that prioritize animal welfare.

Environmental Impact: Examine how factory farming contributes to environmental issues, including deforestation, greenhouse gas emissions, and pollution, and discuss sustainable agricultural practices.

Health Concerns: Discuss the potential health risks associated with consuming products from factory-farmed animals, such as antibiotic use and the spread of diseases.

Consumer Choices: Encourage consumers to make informed choices about their food purchases and support ethical and sustainable farming practices.

Activism and Advocacy: Explore the role of animal rights organizations and activists in raising awareness about factory farming and advocating for change.

Corporate Responsibility: Analyze the responsibilities of food companies and their role in promoting ethical and sustainable practices in the food industry.

Cultural Perspectives: Consider cultural attitudes and traditions related to food consumption and how they impact the treatment of animals in different regions.

Education and Awareness: Promote education and awareness campaigns to inform the public about the realities of factory farming and its consequences.

Government Policies: Advocate for policies that prioritize animal welfare and sustainable agriculture, and discuss the role of government in regulating factory farming.

Economic Factors: Analyze the economic aspects of factory farming, including its impact on small-scale farmers and local communities.

Global Perspective: Explore how factory farming is a global issue and discuss international efforts to address it

Consumer Trends: Investigate the growing trend of plant-based diets and the impact of consumer choices on the food industry.

Future of Food: Discuss the potential future of food production and how technology and innovation can lead to more ethical and sustainable practices.

Third part ( 90 minutes)

Share your projects and give feedback to them:  Ideas to enhance your partner´s job.


ACTIVITIES  - September 13th

First part ( 90 minutes)

Speaking activity: Use these groups to do the activity:

Group 01    meet.google.com/zuy-kkit-pcv
Group 02    meet.google.com/ibe-gxtp-dku 
Group 03    meet.google.com/aem-jcrn-dxf

1.  Read the brainstorming and start your discussion about the topic.  

2.  Prepare an interview between the two (2) sides of this problematic situation.

3.  Participate in a role play with the interviews.(Next class)


Trafficking in Persons

Here's a brainstorming list of topics, issues, and considerations related to Trafficking in Persons:

Definition: What constitutes trafficking in persons, and how is it legally defined in various countries and international law?

Types of Trafficking: Explore different forms of trafficking, such as sex trafficking, labor trafficking, child trafficking, and organ trafficking.

Causes: Identify the underlying factors that contribute to trafficking, including poverty, lack of education, conflict, and gender inequality.

Victims: Discuss the demographics of trafficking victims, including age, gender, and vulnerable populations.

Perpetrators: Examine the profiles of traffickers and criminal networks involved in trafficking operations.

Routes and Methods: Analyze the routes and methods used for trafficking, including transportation, recruitment, and coercion.

Impacts: Explore the physical, psychological, and social impacts on trafficking victims, as well as the broader societal consequences.

Human Rights: Discuss the violation of human rights and the international legal framework for combating trafficking.

Prevention: Investigate prevention strategies, including awareness campaigns, education, and economic empowerment.

Protection: Explore measures to protect victims, such as shelters, legal assistance, and witness protection programs.

Prosecution: Discuss efforts to prosecute traffickers and strengthen law enforcement responses.

International Cooperation: Highlight the importance of international cooperation and collaboration in combating trafficking.

NGOs and Advocacy: Recognize the role of non-governmental organizations and advocacy groups in raising awareness and supporting victims.

Global Statistics: Present statistics on the prevalence and trends of trafficking in different regions.

Challenges and Gaps: Address challenges and gaps in anti-trafficking efforts, such as underreporting and weak legal systems.

Case Studies: Analyze specific trafficking cases and their outcomes to understand the complexities involved.

Ethical Considerations: Discuss ethical dilemmas related to human trafficking, including issues of consent and exploitation.

Corporate Responsibility: Explore the role of businesses and supply chains in preventing labor trafficking.

Government Policies: Evaluate the effectiveness of government policies and legislation in addressing trafficking.

Future Directions: Consider future strategies and innovations for combatting trafficking and supporting survivors.


Second part ( 60 minutes)

Let´s watch this chapter  of "The Office"  Now.... we can speak about it

  1. How does Michael Scott's behavior and leadership style in this particular episode compare to his usual approach in the series?
  2. What challenges does Jim Halpert face in this episode, and how does he handle them?
  3. What role does Pam Beesly play, and how does she interact with her colleagues?
  4. How does Dwight Schrute's character contribute to the humor and dynamics of this specific episode?
  5. What significant events or decisions involve Andy Bernard in this episode, and how do they affect the plot?
  6. What role does Jan Levinson play in this episode, and how does her character interact with Michael Scott?
  7. How does Karen Filippelli's character contribute to the storyline and the interactions within the office in this episode?
  8. Are there any memorable moments or conflicts involving secondary characters like Oscar Martinez, Kevin Malone, or Meredith Palmer in this episode?
  9. How does the plot impact the ongoing character development and relationships within the office?
  10. What are the central comedic or dramatic elements of this specific episode that stand out in relation to the characters?

ACTIVITIES  - September 12th

First part ( 10 minutes)

Confusing words

Presentation about yesterday´s activity


Second part ( 30 minutes)

Listening activity


Third part ( 40 minutes)

Prepositional phrases – usage & examples


PHRASES WITH AT 

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.


PHRASES WITH IN 

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 architects 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.


PHRASES WITH OTHER PREPOSITIONS

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.


Retrieved from engxam for educations purposes only


Review game:  prepositions of place


Fourth part ( 40 minutes)

Chat rooms

Ethical Dilemmas

Genetic engineering and designer babies.

  1. What is genetic engineering, and how does it work in simple terms?
  2. Can you explain what a designer baby is?
  3. What are some potential benefits of genetic engineering in medicine?
  4. Are there any ethical concerns related to creating designer babies?
  5. How do scientists modify genes in genetic engineering?
  6. What are some of the risks associated with genetic engineering?
  7. Do you think it's ethical to choose the physical traits of a baby before birth? Why or why not?
  8. Can you name any genetic disorders that scientists are trying to cure through genetic engineering?
  9. How might genetic engineering impact future generations?
  10. What are your thoughts on the idea of "playing with nature" through genetic engineering?


ACTIVITIES  - September 11th

First part ( 10 minutes)

Some doubts about pronunciation:

Letter i

"i" short ([i]): In many words, the letter "i" is pronounced as [i], which is a short vowel sound. Examples include "bit" (a small piece), "sit" (to be seated), and "hit" (to strike).

"i" long ([ai]): When the letter "i" is followed by another vowel or is at the end of a syllable, it often sounds like [ai], which is a long vowel sound. Examples include "time" (period on the clock), "like" (to have a preference for), and "bike" (bicycle).

Specific Pronunciation Rules: However, English has many exceptions and specific pronunciation rules. For instance, the letters "i" in some words like "find" are pronounced as [ai] due to the influence of nearby letters.

Letter a

Long vowel or short vowel?

So, here’s the general rule about long or short vowels:

If you have one vowel next to a consonant, it’s usually a short vowel.

If you have one consonant between two vowels, you usually pronounce the first vowel as a long vowel.

If you put a vowel before a double consonant, two hard consonant sounds, or a consonant that sounds like two consonants (such as x), you’ll pronounce it as a short vowel.

Let’s take a as an example:

You can hear the short a sound in a word like cap or apple, and you can hear the long a sound in a word like grape or cape. 

So, if you compare these words, you might notice a pattern. When we add an e to a word like cap, it becomes cape, and the sound of the a changes. 


Second part ( 30 minutes)

Chat room

3.  There is a brainstorming about Natural disaster response and recovery.  Please add 5 more 

       items.

4.  Compare the plan for natural disaster response and recovery with the ones that you have at your 

     job.  Can you better this one? or yours? how? why?




ACTIVITIES  - September 08th


First part ( 40 minutes)

Chat room

1.  Read and decide the type of the text.

2.  Identify the new unfamiliar words and provide explanations for them.

3.  There is a brainstorming about Natural disaster response and recovery.  Please add 5 more 

       items.

4.  Compare the plan for natural disaster response and recovery with the ones that you have at your 

     job.  Can you better this one? or yours? how? why?

Use your personal plan of work to write your ideas or discussion about the topic.

The highlighted items will be rescheduled for the next session.




ACTIVITIES  - September 07thChat rooms

First part ( 10 minutes)

Quiz


Second part ( 90 minutes)
















Phonetic - vowels

Phonetic - consonants

IPA sounds


Third part ( 50 minutes)

Chat rooms

Famine and food security issues.

  1. What is famine, and why is it a concern in Latin America?
  2. How does food security relate to the availability of food in Latin America?
  3. Can you name some common factors that contribute to food insecurity in Latin American countries?
  4. Why is malnutrition a problem in some parts of Latin America?
  5. What are the main sources of food for people in Latin America?
  6. How can climate change impact food security in the region?
  7. What role do governments play in addressing food security issues in Latin America?
  8. Are there any organizations or programs working to combat hunger and famine in Latin America?
  9. How do economic factors affect access to food in Latin American countries?
  10. Can you suggest some ways individuals and communities can contribute to improving food security in Latin America?

Dear English Students,

I hope this letter finds you in good health and high spirits. Today, I would like to discuss a topic of paramount importance that requires our collective attention - famine and malnutrition. These issues are far from being anachronistic; instead, they persist as an egregious blight on our world, affecting millions of lives. In this letter, I aim to shed light on this multifarious challenge and encourage us all to rise with alacrity to address it.

Famine and malnutrition, as we are cognizant, are not merely problems of insufficient food supply but also the result of various societal vicissitudes. It is incumbent upon us to understand the root causes and take action. The endemic poverty and lack of access to nutritious food are some of the factors that contribute to this issue, perpetuating a cycle of suffering. This situation demands our unequivocal attention and a pertinacious commitment to change.

One cannot help but feel exasperated when confronted with the callousness that often surrounds famine and malnutrition. People are suffering, and yet we encounter those who embrace gluttony without any semblance of equanimity. It is our duty to challenge this fatuous behavior and denigrate the indifference that perpetuates the suffering of the most vulnerable among us.

In the face of such egregious challenges, it is crucial that we become iconoclasts, breaking free from the status quo and embracing idiosyncratic solutions. Building camaraderie among individuals and nations to address these issues should be our convivial objective. Our efforts must transcend mere circumlocution and create concrete plans for change.

We must not be swayed by demagogues who promulgate false solutions or engage in gratuitous distractions. Instead, we should focus on the discipline required to effect meaningful change. We should embrace the ascetic ethos of self-restraint when it comes to our resources, for it is not only incumbent upon governments but also upon each individual to contribute to a solution.

To address famine and malnutrition, we must strive for impeccable erudition, seeking knowledge and understanding of the multifaceted nature of these problems. We should avoid engaging in pejorative discourse that perpetuates stereotypes and instead strive for a comprehensive understanding of the issue.

In the pursuit of change, we may encounter recalcitrant forces that resist our efforts. This should not deter us but rather serve as a catalyst for our alacrity. Our goal is not to ostracize, but to bring about positive change for those who suffer.

Let us not fall into the trap of solipsism, thinking that these issues do not affect us directly. They are ubiquitous and affect us all, whether we are cognizant of it or not. We must be vociferous advocates for change, creating a clamor that demands action and raises awareness.

In conclusion, addressing famine and malnutrition is not a task that can be accomplished by a single individual or a particular group. It requires a concerted effort, a sense of camaraderie, and a commitment to change the status quo. Let us be the iconoclasts who challenge the egregious injustices of famine and malnutrition and work tirelessly to create a world where everyone has equitable access to nourishment and a better life.

Sincerely,

AI


Vocabulary game


ACTIVITIES  - September 06th

First part ( 50 minutes)

Chat rooms

This is an article about the topic:

Conflict-Driven Displacement and Refugee Emergencies in Latin America

Introduction

In the heart of Latin America, a region known for its vibrant culture and diverse landscapes, an egregious and ongoing crisis remains largely hidden from the global spotlight. This crisis revolves around conflict-driven displacement and refugee emergencies, a multifaceted issue that challenges both the region's equanimity and the world's collective conscience.

The Fatuous Nature of Conflict

The root causes of conflict-driven displacement in Latin America are far from gratuitous. They often stem from deeply entrenched issues such as political instability, gang violence, and social unrest. As a result, countless individuals are enervated and forced to flee their homes, embarking on perilous journeys in search of safety.

The Incumbent Responsibility

It is incumbent upon the international community to respond with alacrity and compassion to this humanitarian crisis. As the world faces an era marked by increasing displacement, an eclectic approach to humanitarian aid is paramount. This requires not only addressing immediate needs but also addressing the root causes of displacement, promoting sustainable peace, and safeguarding human rights.

The Idiosyncratic Nature of Displacement

Each refugee crisis in Latin America is idiosyncratic, shaped by unique regional dynamics. While some may be escaping political persecution, others are fleeing gang violence, environmental disasters, or economic hardships. Understanding these idiosyncrasies is crucial in crafting effective and tailored responses.

Camaraderie Amid Challenges

In the face of adversity, camaraderie among nations and communities is vital. Compassion and solidarity should replace callous indifference, and acts of blandishment and cajole should inspire collective efforts to alleviate suffering. We must foster a convivial atmosphere that befits the region's rich cultural heritage.

Challenges and Obstacles

Yet, challenges abound. Some individuals employ circumlocution and divisive tactics to denigrate refugees, stoking fear and resentment. These demagogues, with their pejorative language, pose a significant obstacle to constructive dialogue and humanitarian progress.

The Pertinacious Pursuit of Solutions

Nonetheless, our commitment to alleviating the suffering of displaced populations must remain pertinacious. It is a travesty to witness individuals, flabbergasted and weary, facing hurdles even after escaping conflict zones. Our fight for their rights must be a collective endeavor that transcends borders, defying the solipsism that can sometimes hinder international cooperation.

Conclusion

In conclusion, conflict-driven displacement and refugee emergencies in Latin America represent a complex and ongoing humanitarian challenge. It is incumbent upon the global community to respond with an aggrandized sense of responsibility, reject anachronistic thinking, and uphold the archetypal values of compassion and solidarity. As these crises remain ubiquitous, we must confront them with an eclectic approach that recognizes their multifarious nature while maintaining a steadfast commitment to alleviating the suffering of those affected. Only by doing so can we rise above the challenges posed by this crisis and provide hope to those who have lost so much.

1.  Understand the topic- Read together - Discuss about the topic.

2.  Do you find new words? different from the ones we have learned in previous sessions? Which ones?

3.  Check the pronunciation of difficult words.

4.  Do a peer correction about pronunciation.


Second part ( 30 minutes)

Reading comprehension


Third part ( 40 minutes)

Using the future in the past

Sometimes we are talking about a past event and we want to refer to something that happened in the future at that particular point in the past. When we want to express the future in the past, we use the past of the regular future forms.
 
Check the following sentences to see the future forms and their corresponding past forms.



















We can also talk about future in the past using other ways to express future.




















Be about to, be on the brink/verge/point of

Be about to

We often use be about to + infinitive to say that something will happen in the very near future.

  • Some apps are about to disappear from the market.
  • Scientists say they are about to find a vaccine.

Be on the brink/verge/point of

We can also use be on the brink of, be on the verge of or be on the point of to say that something will happen very soon.

  • Our country’s economy is on the brink of collapse. 
  • This historical museum is on the brink of losing half its masterpieces.
  • They are on the verge of becoming the team to win most finals in history.
  • The two historical enemies are on the point of reaching an agreement. 

 

Be due to

We use be due to + infinitive to talk about things that are planned or expected to happen.

  • Greece is due to repay around £6 billion to its creditors next semester.
  • The secretary is due to arrive in Montreal tomorrow morning. 

 

Be to

We can use be to + infinitive in different situations.

Official arrangements

Be to + infinitive is often used in news reports to talk about official arrangements and events that are planned or expected to happen. The meaning is usually something like ‘it is expected’.

  • Prince William is to visit Paris for the first time since his mother died. (=It is expected that Prince William will…)
  • Nine care homes for the elderly are to close by the end of March.

Formal instructions and orders

We can also use be to + infinitive to talk about official instructions and orders. When used in the negative form, it expresses prohibition.

  • All employees are to attend a health and safety orientation at the end of the week. 
  • You are not to leave this room until I say so. 

If clauses

We often use be to + infinitive in an if-clause. In these cases, we say what should be done (main clause) to achieve the desired result (if-clause).

  • We need to be open to everybody’s opinion if we are to avoid repeating the mistakes of the past. 
  • If he is to succeed, he will need to learn to represent the interests of all Americans. 

 

Be bound to, be likely to (probability)

Be bound to

We use be bound to + infinitive to say that something is certain or very likely to happen.

  • They are bound to like him. He is such a sweet guy. 
  • His new film is bound to win the heart of every romantic out there. 

Be likely to

We use be likely to + infinitive to say that something will probably happen. We can also use It + be likely that + clause.

  • The government is likely to pass new regulations very soon. 
  • It’s likely that the company will have to pay for the damages. 

We use be unlikely + infinitive to say that something will probably not happen. We can also use It + be unlikely that + clause.

  • He is unlikely to win this match. 
  • It’s unlikely that the weather will change over the next few days.

 Information retrieved from:  https://test-english.com/ just for learning purposes.


Quiz


ACTIVITIES  - September 05th


Project


ACTIVITIES  - September 04th


First part ( 50 minutes)


Group 01

1. Understand the text

2. What type of text is it? (article, review, essay, report...?) why?

3. Find the different tenses used. Explain.

4. Which linking words were used? (Type: addition, contrast, comparison, effect, result, summary...)

5. Find 15 difficult words learned last week and explain them.

6. Prepare a presentation to explain the answers.


The Eclectic Journey of Virtuous Words

In a world as multifarious as ours, where vicissitudes of human nature continually test our equanimity, it is incumbent upon us to embrace an eclectic array of virtues to navigate the intricate maze of life. Each day presents quotidian challenges, and it is our eclectic arsenal of values that equips us to face them with unwavering equanimity.

One of the most egregious aspects of contemporary society is the gratuitous clamor for material wealth, often leading individuals down the path of gluttony and conspicuous consumption. Such egregious displays of greed enervate our moral fiber, sapping our collective sense of camaraderie and the virtue of abnegation.

In contrast, the ascetic lifestyle, marked by its idiosyncratic emphasis on self-discipline and self-denial, encourages individuals to embrace a life of simplicity. The ascetic, with alacrity, renounces material excesses and exemplifies an archetypal form of virtue that is far removed from the excesses of our consumerist culture.

However, it is not merely in the realm of materialism that we must be cognizant of our actions. The realm of politics, too, demands our attention. The demagogue, with his egregious appeals to base emotions, seeks to aggrandize his own power at the expense of the common good. Such manipulative tactics require an eclectic approach to discern the truth amidst circumlocution and obfuscation.

Our society often faces the perils of callousness, where individuals denigrate the feelings and experiences of others. In such instances, the iconoclast emerges as a beacon of hope, challenging the status quo and promoting a convivial environment where all voices are heard and respected.

Yet, even in the pursuit of virtue, we must be wary of pitfalls. The solipsism of self-righteousness can lead to sanctimonious behavior, driving a wedge between individuals instead of fostering camaraderie. It is essential to be pertinacious in our quest for virtuous ideals while maintaining humility.

In the cacophony of modern life, with its ubiquitous distractions and constant clamor for our attention, we must practice the art of circumlocution and discernment. Only then can we construct an eclectic moral framework that guides us toward impeccable conduct.

As we navigate the labyrinthine journey of life, it is incumbent upon us to be vigilant against the siren calls of embezzlement and corruption that threaten the foundations of our society. The egregious acts of a few should not tarnish the collective reputation, and it is through alacrity and vigilance that we can protect our values.

In conclusion, our journey through life is a multifarious tapestry of experiences, and it is our eclectic collection of virtues that provides the framework for a meaningful existence. With equanimity, we face the vicissitudes of life, fortified by an archetypal code of conduct that guides us away from the fatuous temptations of the world. Let us, therefore, continue to promulgate these values, ensuring that they remain an anachronistic beacon of hope in a world too often callous and bereft of conviction.


Group 02

1. Understand the text

2. What type of text is it? (article, review, essay, report...?) why?

3. Find the different tenses used. Explain.

4. Which linking words were used? (Type: addition, contrast, comparison, effect, result, summary...)

5. Find 15 difficult words learned last week and explain them.

6. Prepare a presentation to explain the answers.


Embracing Virtue and Diversity: An Eclectic Journey Through Life

In the cacophonous world we inhabit, navigating the labyrinth of existence often requires a blend of equanimity, discipline, and an eclectic mix of virtues. From the egregious to the sublime, we find ourselves in a constant state of flux, confronting both the fatuous and the profound aspects of our journey.

Equanimity and Discipline:

Maintaining equanimity in the face of life's vicissitudes is a noble pursuit. The ability to stay composed amidst the clamor of daily challenges is incumbent upon those who aspire to lead fulfilling lives. Discipline, the incumbent partner of equanimity, provides the structure necessary to withstand the enervating forces that seek to sap our vitality.

Embracing the Eclectic:

In our quest for personal growth, it is vital to adopt an eclectic approach to life. Each of us possesses idiosyncratic qualities that make us unique. By embracing these idiosyncrasies, we become iconoclasts of our own making, challenging conventional norms and pushing boundaries.

The Egregious and the Gratuits:

It is essential to be cognizant of the egregious behaviors that can derail our progress. Gratuitous acts of callousness and denigration harm not only ourselves but also the camaraderie of our communities. Instead, we should strive to promote convivial atmospheres, rejecting the demagogue's manipulative tactics in favor of constructive dialogue.

The Ascetic Path:

For some, the ascetic path holds allure. The ascetic's abnegation of materialism and gluttony serves as an archetype of self-control and simplicity. This disciplined lifestyle exemplifies how an inveterate commitment to principles can lead to an impeccable character.

The Pitfalls of Solipsism:

Beware the pitfalls of solipsism, where self-centeredness reigns supreme. Such a perspective can lead to ostracism and the erosion of camaraderie. We must be pertinacious in our efforts to avoid this trap and remain open to the multifarious experiences and perspectives of others.

Promulgating Virtue:

In a world where ambivalence and pejorative language are often quotidian occurrences, we must promulgate virtue and eradicate negativity. Our words and actions should reflect erudition, embracing the values of an archetypal moral code.

Anachronistic Virtues in a Modern World:

In our pursuit of excellence, we may encounter anachronistic virtues that seem out of place in our contemporary world. However, the archetypal values of honor, integrity, and camaraderie are timeless and should not be discarded.

Conclusion:

As we journey through life, we must be prepared to confront both the egregious and the sublime. An eclectic blend of virtues, from ascetic discipline to conviviality, equips us to navigate the labyrinth of existence with grace and purpose. Let us be vociferous proponents of these timeless values and steadfast in our commitment to creating a world where excellence and virtue are ubiquitous.


Group 03

1. Understand the text

2. What type of text is it? (article, review, essay, report...?) why?

3. Find the different tenses used. Explain.

4. Which linking words were used? (Type: addition, contrast, comparison, effect, result, summary...)

5. Find 15 difficult words learned last week and explain them.

6. Prepare a presentation to explain the answers.


Workplace Dynamics and Employee Engagement

Introduction:

In today's multifarious workplace landscape, the need for an eclectic set of skills and virtues cannot be overstated. This report explores the various aspects of workplace dynamics, emphasizing the importance of fostering camaraderie, discipline, and equanimity among employees to enhance productivity and job satisfaction.

Section 1: Employee Engagement and Camaraderie

Camraderie plays a crucial role in enhancing workplace morale. Employees who feel a sense of connection with their colleagues tend to exhibit an inveterate commitment to the organization. However, it is egregious to witness instances of ostracism or denigration among coworkers, as such behaviors can enervate team spirit and lead to a toxic work environment. To combat this, organizations must promote inclusivity and encourage employees to build strong relationships. Team-building activities and open communication channels can help foster camaraderie.

Section 2: Discipline and Productivity

Discipline is incumbent upon achieving consistent productivity levels. It is vital that employees are aware of the company's expectations and the importance of adhering to a code of conduct. Instances of impeccable professionalism and adherence to deadlines should be acknowledged and rewarded. On the other hand, recalcitrant employees who consistently fail to meet expectations may require additional support or training. Employers should avoid being callous when addressing performance issues and instead adopt a constructive approach that includes mentorship and guidance.


Section 3: Communication and Equanimity

Equanimity in communication is essential for maintaining a healthy work environment. Employees should be cognizant of their words and avoid using pejorative language or indulging in circumlocution when discussing sensitive matters. A convivial atmosphere where ideas can be freely exchanged without fear of judgment encourages creativity and innovation. Conversely, the presence of a demagogue in the workplace, who employs manipulative tactics to promote their agenda, can disrupt harmony and must be addressed promptly.

Section 4: Adaptability and an Eclectic Skill Set

In today's rapidly changing business landscape, employees should be adaptable and possess an eclectic mix of skills. An archetypal employee is one who continuously seeks opportunities for growth and is not constrained by anachronistic thinking. The ability to learn new technologies and techniques is vital in an environment where multifarious challenges emerge daily. Employers should encourage a culture of continuous learning and provide resources for skill development.

Conclusion:

In conclusion, the modern workplace demands a dynamic blend of qualities and skills. Employers should prioritize fostering camaraderie, promoting discipline, and encouraging equanimity among employees. By doing so, organizations can create an environment where employees thrive, adapt to change, and contribute positively to the company's success. In an era of ubiquitous change and vicissitudes, the ability to navigate the workplace with grace and professionalism is paramount.


Second part ( 40 minutes)

Presentations

Remember to share the links where you have the activities.


Third part ( 40 minutes)

Speaking session

Humanitarian Crises:

 Lack of access to clean water and sanitation.

Activity




ACTIVITIES  - September 01st

First part ( 20 minutes)

Vocabulary

  1. Disparate – of a distinct kind
  2. Eclectic – deriving the best ideas
  3. Egregious – reprehensible
  4. Enervate – lacking in vitality
  5. Equanimity – maintaining composure in stressful situations
  6. Fatuous – devoid of intelligence
  7. Gratuitous – uncalled for
  8. Iconoclast – someone who criticizes
  9. Idiosyncratic – something peculiar to an individual
  10. Incumbent – something that is morally binding
  11. Inveterate – habitual
  12. Mendacious – deceitful
Second part ( 20 minutes)

Reading aloud (A paragraph for each student)


Third part ( 40 minutes)

Cleft Sentences

We can focus on an element of the sentence by using these structures with a relative clause.
















Instead of the person who, the thing that, etc. we can also use an introductory it, the verb be in any verb tense that we may need, and the element that we want to focus on.
















We can also use what or all (more emphasis) instead of the thing/s that to focus on an element of the sentence.













We use this structure when we want to focus on the verb or verb phrase. In these structures, we can use an infinitive with or without to.













We use this structure when we want to focus on a whole sentence, and not only on an element in the sentence.









Fourth part ( 30 minutes)

Activity

Jamboard

Quiz 

Quiz2

Firfth part ( 20 minutes)

Rise of authoritarianism and erosion of democratic norms.

  1. Have you heard about the concept of "authoritarianism"? What do you understand by it, and why is it important to discuss?
  2. How do you think the erosion of democratic norms can impact the lives of young people in Colombia?
  3. Can you think of any recent examples or incidents in Colombia that might be indicative of the erosion of democratic values? How did they make you feel?
  4. Why is it essential for young people to be aware of and engaged in discussions about the state of democracy in their country?
  5. How can the rise of authoritarianism affect your ability to express your opinions, participate in politics, and influence decisions that affect you?
  6. What role does the media play in shaping people's understanding of democratic norms and authoritarian tendencies in Colombia?
  7. How can young people in Colombia use social media and online platforms to raise awareness about threats to democratic norms and the importance of safeguarding them?
  8. Have you ever participated in any civic engagement activities, like protests or community discussions, related to democratic values? If not, would you consider it?
  9. How can educational institutions play a role in educating young people about democratic principles and the potential consequences of their erosion?
  10. Do you think young people in Colombia are generally well-informed about the political situation and threats to democracy? What can be done to improve their awareness?
  11. What actions or steps can young people take to actively defend democratic values and counter the rise of authoritarianism in their communities?
  12. How does the erosion of democratic norms impact marginalized or minority groups in Colombia? Why is it crucial to consider their perspectives?
  13. Are there any youth-led organizations or initiatives in Colombia that are working to address the rise of authoritarianism? How can others get involved?
  14. How can young people encourage open dialogue and constructive debates about political issues, even when opinions differ?
  15. Can you think of any historical or international examples of countries that have faced the challenges of authoritarianism? What lessons can be learned from those experiences?
  16. What sources of information do you trust when it comes to understanding political events and issues related to democracy and authoritarianism?
  17. How can young people collaborate with older generations to create a unified effort to protect democratic norms in Colombia?
  18. What role do education and critical thinking play in countering the spread of misinformation and propaganda that might contribute to authoritarian tendencies?
  19. Do you feel that your voice and opinions are valued in discussions about the future of democracy in Colombia? How can young people ensure their voices are heard?
  20. Can you envision a future in Colombia where democratic norms are fully upheld, and the rise of authoritarianism is successfully countered? What steps are needed to achieve that vision?



ACTIVITIES  - August 31st

First part ( 30 minutes)

Reading aloud

Listening activity

Listen to the podcast episode and take notes on unfamiliar or challenging vocabulary words as you hear them.

After listening, create a list of these challenging words along with their definitions.

Follow up the video without subtitles.

Read along with the audio.


Second part ( 20 minutes)

Vocabulary activity

  1. Ascetic – one who practices self-denial as part of spiritual discipline
  2. Beguile – influence someone
  3. Blandishment – intentional flattery for persuasion
  4. Cajole – persuade by flattery or coaxing
  5. Callous – disregard for others
  6. Camaraderie – a sense of solidarity rising out of familiarity and sociability
  7. Circumlocution – expressing someone in an indirect way
  8. Clamor – proclaim something noisily
  9. Cognizant – awareness or realization
  10. Construe – interpret or assign meaning
  11. Convivial – enjoyable atmosphere
  12. Demagogue – a political leader who uses rhetoric to appeal
  13. Denigrate – belittle someone














Examples:
















Quiz 1

Quiz 2


Fourth part ( 40 minutes)

Chat rooms

Electoral integrity and voting rights.


  1. Do you know what "electoral integrity" means? Why is it important for a fair and democratic society?
  2. Why do you think it's important for teenagers to learn about voting rights and the electoral process, even if they can't vote yet?
  3. Have you heard about any recent elections or voting-related news in Colombia? What did you find interesting or surprising?
  4. How do you think young people can play a role in promoting fair and transparent elections in Colombia, even if they can't vote yet?
  5. Can you name some ways that voting rights might be restricted or unfairly influenced in a country? How can these issues be addressed?
  6. What steps could the government take to make sure that voting is accessible and fair for all citizens, including young people and those from marginalized communities?
  7. Have you ever discussed voting rights and electoral integrity in school? What did you learn from those discussions?
  8. How can misinformation or fake news impact the electoral process? What can teenagers do to verify information before sharing it?
  9. What role can social media play in shaping young people's opinions about elections and voting rights?
  10. Do you think there should be any changes to voting laws in Colombia to make the process more inclusive for young people? What changes would you suggest?
  11. Have you talked to your family or friends about voting and electoral integrity? What are their opinions on these topics?
  12. Can you think of any ways technology, like smartphones or online platforms, could be used to improve the voting experience and maintain electoral integrity?
  13. How does the idea of voting rights tie into the concept of democracy? Why is it important for a democratic country like Colombia?
  14. What are some possible consequences of not protecting electoral integrity and voting rights in a country?
  15. Can you research and share a story about a young person who made a positive impact on electoral integrity or voting rights in Colombia?
  16. How can teenagers stay informed about political issues and election news to make well-informed decisions when they are eligible to vote?
  17. What advice would you give to your peers who are approaching the age of eligibility to vote in Colombia?
  18. Do you think education about voting rights and electoral integrity should be a part of school curricula? Why or why not?
  19. How can teenagers encourage their families and communities to value and protect voting rights and the integrity of elections?
  20. Can you imagine a future where electoral integrity is fully upheld in Colombia? How would that impact society and young people's lives?




ACTIVITIES  - August 30th

First part ( 20 minutes)

Spot the differences

Memory game

 "In my grandma's basket, there is a:"

Second part ( 70 minutes)

Chat rooms (rooms and project partners)

Global migration and refugee crises.

Today we are going to work in the classrooms following different steps. 

a.  The discussion about the questions (40 minutes). 

  1. How does global migration and refugee crises impact Colombian citizens' perception of their own country's immigration policies?
  2. What potential economic implications can arise for Colombian citizens as a result of global migration and refugee flows?
  3. In what ways might the influx of refugees and migrants influence the availability of jobs and wage levels for Colombian citizens?
  4. How does the integration of refugees and migrants into Colombian communities affect social cohesion and cultural dynamics?
  5. What role does the Colombian government play in managing the impact of global migration and refugee crises on its citizens?
  6. Are there instances where competition for resources between migrants, refugees, and Colombian citizens has become a concern? How is this managed?
  7. How might the strain on public services, such as healthcare and education, due to an increased population from global migration, impact Colombian citizens?
  8. Are there examples of Colombian citizens actively participating in efforts to support and integrate refugees and migrants into the society?
  9. How does the perception of security change for Colombian citizens in areas where refugee populations settle?
  10. What role can international organizations and non-governmental agencies play in mitigating the potential negative impacts of global migration on Colombian citizens?
  11. Are there cases where Colombian citizens have experienced tensions or conflicts with newly arrived migrant or refugee populations? How are these issues resolved?
  12. How might the movement of people across borders due to global migration impact the cultural diversity and social fabric of Colombian society?
  13. Are there instances of Colombian citizens benefiting from the skills, talents, or contributions brought by refugees and migrants?
  14. How does the media's portrayal of global migration and refugee crises influence the attitudes of Colombian citizens toward these issues?
  15. What opportunities might arise for Colombian citizens to engage in international solidarity efforts aimed at alleviating the effects of refugee crises in other countries?
  16. How does the experience of Colombians who have emigrated due to internal conflicts influence their perspectives on refugees and migrants arriving in Colombia?
  17. What policies or initiatives can the Colombian government implement to ensure a positive coexistence between citizens and refugees/migrants?
  18. In what ways can education and awareness campaigns help Colombian citizens better understand the complexities of global migration and refugee crises?
  19. What lessons can Colombia learn from other countries in effectively managing the social and economic impacts of global migration on its citizens?
  20. How can fostering a sense of empathy and understanding among Colombian citizens toward refugees and migrants contribute to a more harmonious society?

b.  It is time to come up with a game that enables you to acquire or gain knowledge of new vocabulary (30 minutes). 

You may use these words and the ones we learned yesterday!

  1. Brusque – short and abrupt
  2. Cajole – to urge
  3. Jabber – to talk in a noisy or excited manner
  4. Jostle – make one’s way by pushing or shoving
  5. Flabbergasted – astounded 
  6. Gluttony – overindulgence in food or drink
  7. Impeccable – exemplary, flawless
  8. Erudite – learned
  9. Exasperated – a feeling of annoyance
  10. Malleable – easily influenced
  11. Abnegation – Renouncing a belief or doctrine
  12. Aggrandize – enhance power
  13. Alacrity – eagerness
  14. Anachronistic – misplaced chronologically
  15. Archetypal – quintessential of a certain kind
  16. Multifarious – diverse
  17. Obdurate – being stubborn and refusing to change one’s opinion
  18. Ostracism – excluding a person
  19. Pejorative – showing disapproval
  20. Pertinacious – someone who is stubbornly unyielding
  21. Phlegmatic – expressing little
  22. Promulgate – announce
  23. Quotidian – something that is of daily occurrence
  24. Recalcitrant – resistant to authority
  25. Sanctimonious – the pretense of being morally pious to exhibit moral superiority
  26. Solipsism – the philosophical theory that only the self-existence is known
  27. Travesty – imitation
  28. Ubiquitous – omnipresent
  29. Vicissitude – unpleasant change
  30. Vociferous – someone who is offensively loud

Third part ( 30 minutes)

c.  Lead the game with your classmates.


Fourth part ( 30 minutes)

Pronunciation activity

1.  Follow up the video without subtitles.

2.  Read along with the audio.

3.  Listen to the video once more to check your understanding (is it 100%)



ACTIVITIES  - August 29th

First part ( 20 minutes)

INSTRUCTIONS

Speaking Activity

‘Imagine “You’re going to a potluck and you want to bring…”

The term "potluck" refers to a gathering or meal where each guest brings a dish to share, typically without any prior planning regarding the specific types of dishes.


Second part ( 30 minutes)

Difficult Words ith Meanings and Examples

Look for the meaning of these words and explain them to your partners.  Write  2 sentences with each one of them.


Abnegation /abnɪˈɡeɪʃ(ə)n/: Renouncing a belief or doctrine

Example: “I believe in the abnegation of political power”

Aggrandize /əˈɡrandʌɪz/: enhance power, wealth or status

Example: It was an action intended to aggrandize the Frankish dynasty.

Alacrity /əˈlakrɪti/: Eagerness

Example: He accepted the invitation with alacrity.

Anachronistic /ənakrəˈnɪstɪk/: misplaced chronologically

Example: He is rebelling against the anachronistic morality of his parents.

Archetypal /ˌɑːkɪˈtʌɪp(ə)l/: quintessential of a certain kind

Example: She is the archetypal country doctor.

Ascetic /əˈsɛtɪk/: one who practices self-denial as part of spiritual discipline

Example: She has adopted an ascetic life of prayer, fasting, and manual labour.

Beguile /bɪˈɡʌɪl/: influence someone in a deceptive way

Example: He beguiled the voters with his good looks.

Blandishment /ˈblandɪʃm(ə)nt/: intentional flattery for persuasion

Example: The blandishments of the travel brochure.

Cajole /kəˈdʒəʊl/: persuade by flattery or coaxing

Example: He hoped to cajole her into selling the house.

Callous (/ˈkaləs/: disregard for others

Example: Her callous comments about the murder made me shiver.

Camaraderie /kaməˈrɑːd(ə)ri/: a sense of solidarity arising out of familiarity and sociability

Example: I like the enforced camaraderie of office life.

Circumlocution /ˌsəːkəmləˈkjuːʃ(ə)n/: expressing someone in an indirect way

Example: His admission came after years of circumlocution.

Clamour/ˈklamə/: proclaim something noisily

Example: The questions rose to a clamour in the meeting.

Cognizant /ˈkɒ(ɡ)nɪz(ə)nt/: awareness or realization

Example: Politicians must be cognizant of the political boundaries within which they work.

Construe /kənˈstruː/: interpret or assign meaning

Example: His words could hardly be construed as an apology.

Convivial /kənˈvɪvɪəl/: enjoyable atmosphere or jovial company

Example: It is a convivial cocktail party.

Demagogue /ˈdɛməɡɒɡ/: a political leader who uses rhetoric to appeal to prejudices and desires of ordinary citizens

Example: The minister is a gifted demagogue with particular skill in manipulating the press.

Denigrate /ˈdɛnɪɡreɪt/: belittle someone

Example: Many doom and gloom merchants denigrate their own country.

Eclectic /ɪˈklɛktɪk/: deriving the best ideas and styles from a diverse range of sources

Example: My university is offering an eclectic mix of courses.

Egregious /ɪˈɡriːdʒəs/: reprehensible or outrageously bad

Example: It is an egregious abuse of copyright.

Embezzlement /ɛmˈbɛzlm(ə)nt/: misappropriation of funds

Example: He has charges of fraud and embezzlement.

Ambiguous  /æmˈbɪɡ.ju.əs/

Example: His reply to my question was somewhat ambiguous.

Impeachment: /ɪmˈpiːtʃ.mənt/

Example: The federal judge faces impeachment.

Third part ( 40 minutes)

ING or  ED?


Quiz


Ffth part ( 60 minutes)

Chat rooms

Populism and its impact on democracies.

  1. What is populism, and how would you define its core characteristics?
  2. How does populism differ from other political ideologies, and what factors contribute to its rise?
  3. What are some historical examples of populist leaders or movements that have emerged in democracies?
  4. How does populism impact the traditional political landscape of a democracy?
  5. What role does charismatic leadership play in the success of populist movements?
  6. In what ways can populism challenge the principles of representative democracy?
  7. What are the potential advantages and disadvantages of populist rhetoric and messaging in engaging the masses?
  8. How does populism often frame the concept of "the people" and their relationship with established institutions?
  9. What are some common grievances that populists tend to capitalize on, and how does this influence their policy agendas?
  10. How does populism impact social cohesion and political polarization within a democratic society?
  11. Can populism be a force for positive change by giving a voice to marginalized groups, or does it primarily amplify division?
  12. What are some of the economic implications of populism, particularly regarding fiscal policies and trade relationships?
  13. How does the rise of populism influence international diplomacy and cooperation between democratic nations?
  14. Are there specific regions or circumstances where populism tends to thrive more, and if so, why?
  15. What strategies can established political parties or institutions use to effectively address the concerns that often fuel populist movements?
  16. How do media and communication channels contribute to the dissemination of populist messages and the growth of populist movements?
  17. What is the potential long-term impact of populism on the stability and sustainability of democratic systems?
  18. Are there any examples of democracies successfully countering the influence of populist movements and mitigating their effects?
  19. How does populism influence policies related to immigration, multiculturalism, and nationalism within democracies?
  20. What role can education and civic engagement play in fostering a more informed electorate that is less susceptible to populist appeals?



ACTIVITIES  - August 28th

First part ( 20 minutes)

INSTRUCTIONS

Speaking Activity

‘Imagine a buffet line.’ Then, add objects to that scene:

“I’m going through the buffet line and I’m adding food to my plate. I’m eating an orange and…”

This is the cue to the next participant who repeats what the previous person said and adds something to the growing list:

“I’m eating an orange and roasted potatoes and…”

“I’m eating an orange and roasted potatoes and one lettuce leaf and…”

“I’m eating an orange and roasted potatoes and one lettuce leaf and my grandmother’s rice pudding and…”


Second part ( 40 minutes)

Chat Rooms

LGBTQ+ rights and acceptance.

 1. Should LGBTQ+ individuals have the same legal rights and protections as heterosexual individuals in Colombia?


2. Is the current level of LGBTQ+ rights and acceptance in Colombia sufficient, or are there areas that need improvement?

3. Is it the government's responsibility to actively promote LGBTQ+ acceptance and rights, or should this be left to societal changes?

4. Is there a correlation between cultural or religious beliefs and the level of acceptance towards LGBTQ+ individuals in Colombia?

5. Should LGBTQ+ rights be explicitly included and protected in Colombia's constitution? Why or why not?

6. What measures can be taken to address and combat discrimination and violence against LGBTQ+ individuals in Colombia?

7. To what extent should LGBTQ+ issues be included in the national education curriculum to promote awareness and understanding?

8. Should LGBTQ+ individuals be allowed to openly serve in the military and other public service sectors in Colombia?

9. What role does media play in shaping public opinion and acceptance of LGBTQ+ rights in Colombia?

10. Is there a conflict between LGBTQ+ rights and cultural traditions in Colombia, and if so, how can this conflict be resolved?

11. Are LGBTQ+ pride parades and events effective in promoting acceptance and understanding, or do they contribute to backlash and division?

12. Is conversion therapy unethical and harmful, and should it be legally banned in Colombia?

13. Should transgender individuals have the right to legally change their gender marker on identification documents without undergoing medical procedures?

14. How can workplaces in Colombia better accommodate LGBTQ+ employees and ensure a discrimination-free environment?

15. Is the adoption process fair and unbiased for LGBTQ+ individuals and couples in Colombia, or are there systemic challenges they face?


Third part ( 30 minutes)












Articles: 'a', 'an', 'the'2

Quiz


Fourth part ( 40 minutes)

Writing Activity

Topic:  Car accident

Style:  

Informal letter to a friend

Police report

Essay

Article

Example

200-word text about an earthquake in the style of a stand-up comedy routine:

Ladies and gentlemen, fasten your seatbelts – not that they would have helped in my recent car calamity! I swear, I must have accidentally auditioned for a demolition derby without realizing it.

So picture this: I'm driving, cruising at the speed limit, windows down, feeling like a total boss behind the wheel. And then out of the blue, this other car decides, "Hey, wouldn't it be fun to play 'Guess the Brake Pedal' right in front of me?" Spoiler alert: it wasn't fun.

Now, let's talk about physics, shall we? My car, bless its little heart, did a pirouette that would've made even the clumsiest ballerina proud. And that's when I realized – I've got the moves! Move over, Dancing with the Stars, I'm here to give you a run for your money.

Of course, the grand finale was the exchange of insurance information, where we all transformed into amateur actors in a real-life soap opera. "Oh, my neck!" "My back!" If we'd added a dramatic faint, we could've won an award!

But here's the silver lining – I'm now a pro at parallel parking, courtesy of the friendly tow truck driver who hauled my car away. So, folks, the next time life throws you a curveball, just remember to dance your way through it – because sometimes, even car accidents can be comedy gold!


ACTIVITIES  - August 25th

First part ( 30 minutes)

quiz

quiz


Second part ( 60 minutes)

Writing style

Copy and paste (text to speech) the first paragraph of your writing, Follow the pronunciation, practice, and record yourself to check if you have improved your pronunciation.  You can check too...  with the recording of the session.


Third part ( 50 minutes)

Projects

Group 01    meet.google.com/zuy-kkit-pcv
Group 02    meet.google.com/ibe-gxtp-dku 
Group 03    meet.google.com/aem-jcrn-dxf
Group 04    meet.google.com/sgw-znfk-por
Group 05    meet.google.com/yob-fvfu-hyw
Group 06    meet.google.com/ykm-yujx-eur


ACTIVITIES  - August 24th

First part ( 15 minutes)

Quiz Adjective placement














Second part ( 40 minutes)

Chat Rooms

  1. What are the main goals of criminal justice reform?
  2. How does criminal justice reform aim to address issues of racial disparity within the system?
  3. What role does sentencing reform play in the broader context of criminal justice reform?
  4. How can restorative justice practices contribute to criminal justice reform efforts?
  5. What are some potential benefits of focusing on rehabilitation rather than solely punishment within the criminal justice system?
  6. In what ways does the current cash bail system affect the push for criminal justice reform?
  7. How can community policing initiatives contribute to building trust and cooperation between law enforcement and communities?
  8. What are some challenges associated with implementing police accountability measures as part of criminal justice reform?
  9. How does the use of mandatory minimum sentences impact the overall effectiveness of the criminal justice system?
  10. What role do mental health awareness and support play in the conversation around criminal justice reform?
  11. How can education and job training programs for incarcerated individuals help reduce recidivism rates?
  12. What are the arguments for and against the privatization of prisons in the context of criminal justice reform?
  13. How does the availability of legal representation and access to resources impact the fairness of the criminal justice system?
  14. What is the role of technology, such as body cameras and data analytics, in promoting transparency and accountability within law enforcement as part of reform efforts?
  15. How do "three strikes" laws and habitual offender statutes affect efforts to reform the criminal justice system?
  16. What strategies can be employed to address the problem of overcriminalization as part of criminal justice reform?
  17. How does the juvenile justice system fit into the broader framework of criminal justice reform?
  18. What measures can be taken to ensure that exoneration and compensation processes are just and effective?
  19. How do public opinion and political discourse impact the progress of criminal justice reform?
  20. Can you provide examples of successful criminal justice reform initiatives implemented in other countries that might offer insights for reform efforts in different jurisdictions?

Third part ( 50 minutes)

Word order


Fourth part ( 50 minutes)

Writing Activity

We have been learning about interesting rules related to order in writing. Let's use that information and write an article about the importance of the topic in your ESL learning 

Writing time: 90 minutes.

Length: 800-900 words



ACTIVITIES  - August 23rd

First part ( 10 minutes)

JOKES

"Today, I asked my phone “Siri, why am I still single?” and it activated the front camera."

"Today on a drive, I decided to go visit my childhood home. I asked the people living there if I could come inside because I was feeling nostalgic, but they refused and slammed the door in my face. My parents are the worst."

"The doctor gave me one year to live, so I shot him with my gun. The judge gave me 15 years. Problem solved.

Can you write/copy yours?

Why was 6 afraid of 7? Because 7,8,9

What does a baby computer call his father? Data.

What kind of math do birds love? Owl-gebra!

What kind of tea is hard to swallow? reality

How do you talk to a giant? Use big words

Did you hear about the guy whose left side was cut off? He's all right now

Why did the dinosaur cross the road? Chickens didn't exist yet

A witch's vehicle goes brrroom brrroom!

I tried to organize a hide-and-seek tournament, but it didn't go well. Good players are just too hard to find!


Second part ( 10 minutes)

Solve this reading comprehension

Third part ( 15 minutes)

Reading aloud

Use Vocaroo to record the reading. Try to avoid mistakes... First... check the pronunciation and when you feel you are ready ... start the recording.

Send your audio by WhatsApp.


Fourth part ( 30 minutes)

Adjective Placement








Fifth part ( 30 minutes)

Chat rooms - Speaking activity

Income inequality and wealth distribution.

1. What is income inequality, and how is it measured in different societies?

2. What are the main factors that contribute to income inequality within a country?

3. How does wealth distribution differ from income inequality, and why is it important to consider both aspects?

4. What role do education and skill levels play in shaping income inequality?

5. How do changes in technology and automation impact income inequality and wealth distribution?

6. What is the Gini coefficient, and how is it used to quantify income inequality?

7. How do government policies, such as taxation and social welfare programs, affect income inequality and wealth distribution?

8. What is the relationship between economic growth and income inequality? Can economic growth alleviate or exacerbate inequality?

9. How does globalization influence income inequality on a global scale?

10. Are there historical examples of societies successfully addressing income inequality and improving wealth distribution? How did they achieve this?

11. What is the concept of a "living wage," and how does it relate to addressing income inequality?

12. How does discrimination based on factors like race, gender, and ethnicity contribute to income inequality and wealth distribution disparities?

13. Are there differences in income inequality and wealth distribution between developed and developing countries? What factors contribute to these differences?

14. How do generational wealth transfers and inheritance impact wealth distribution over time?

15. What role does access to quality healthcare and social services play in reducing income inequality?

16. How can technological advancements and access to education help bridge the gap in wealth distribution?

17. What are some potential negative consequences of high levels of income inequality within a society?

18. How does the concentration of corporate power and monopolies contribute to income inequality?

19. Are there cultural and societal factors that influence attitudes toward income inequality and wealth accumulation?

20. What are some proposed solutions or policy measures to address income inequality and promote more equitable wealth distribution?




ACTIVITIES  - August 22nd

First part ( 20 minutes)

Listening activity:

Online Perils

A radio program about the perils of the online world.

Listen to the mp3 file, then answer the true/false questions below.

1. Jenny's guest works for an e-mail company.
    True
    False.

2. David suggests not writing your e-mail address on a piece of paper.
    True
    False.

3. David says it's better not to mix work and personal e-mail accounts.
    True.
    False

4. There are little software programs that travel the internet looking for e-mail addresses.
    True.
    False

5. Jenny claims not everyone can simply open a new e-mail account.
    True.
    False

6. David advises people not to write e-mails in blue.
    True
    False.

7. It's impossible to get a computer virus from an e-mail to a friend.
    True
    False.

8. The recent phenomenon David speaks about is spelled "fhishing".
    True
    False.

9. David suggests never giving away information such as account numbers and passwords via e-mail.
    True.
    False

Second part ( 40 minutes)

Parts of speech

Game1

Game 2

Activity 1

Activity 2

Third part ( 40 minutes)

NOUNS


Fourth part ( 30 minutes)

Chat rooms

1. What are some key examples of racial educational disparities and how do they manifest?

2. How do racial and gender disparities impact access to healthcare in different communities?

3. What factors contribute to the gender pay gap in the workforce, and how can it be addressed?

4. Can you explain the concept of racial profiling and how it leads to disparities in law enforcement and criminal justice?

5. How do media representations contribute to perpetuating stereotypes and disparities based on race and gender?

6. What are some initiatives or policies that have been effective in reducing racial disparities in housing opportunities?

7. In what ways do racial and gender disparities intersect, and how does this intersectionality impact marginalized individuals?

8. What role does unconscious bias play in perpetuating racial and gender disparities in hiring and promotions?

9. How do cultural norms and societal expectations contribute to gender disparities in leadership positions?

10. What are some challenges faced by transgender individuals in accessing healthcare, and how can healthcare systems become more inclusive?

11. How does systemic racism contribute to disparities in the criminal justice system, from arrests to sentencing?

12. Can you provide examples of racial disparities in environmental justice and access to clean resources?

13. What are the long-term effects of racial and gender disparities on mental health and well-being?

14. How do disparities in educational opportunities affect future socioeconomic outcomes for marginalized communities?

15. What strategies can be implemented to promote diversity and inclusion in traditionally male-dominated fields?

16. How do racial and gender disparities impact voting access and representation in political systems?

17. What role does institutional discrimination play in perpetuating racial disparities in income and wealth?

18. How do racial and gender disparities affect access to quality housing and neighborhoods?

19. What are some ways in which racial and gender disparities in technology access and skills can be addressed?

20. How can education curriculum be modified to address and challenge racial and gender biases?






ACTIVITIES  - August 18th

First part ( 20 minutes)

Interesting tool for learning:  Explore this tool.


Second part ( 10 minutes)

Word game


Third part ( 50 minutes)


FCE Activity

Key Word Transformation

Key Word Transformation

Key Word Transformation


Open Cloze

Open Cloze

Open Cloze


Word Formation

Word Formation

Word Formation


Fourth part ( 40 minutes)

Chat rooms

Plastic pollution and waste management.

1. What is plastic pollution and why is it a significant environmental concern?

2. How does plastic waste end up in our oceans and waterways?

3. What are some of the major sources of plastic pollution?

4. What are the environmental and health impacts of plastic pollution?

5. How does plastic pollution affect marine life and ecosystems?

6. What are microplastics, and why are they a growing concern in terms of plastic pollution?

7. What strategies can be employed to reduce plastic waste at the individual level?

8. How do recycling and proper waste management contribute to tackling plastic pollution?

9. What are some innovative technologies or approaches being used to address plastic waste?

10. How can governments and industries work together to minimize plastic pollution?

11. What role does consumer behavior play in plastic waste management?

12. How do different types of plastic degrade and what are the challenges associated with their decomposition?

13. What are the benefits and challenges of using biodegradable plastics in waste management?

14. How do plastic bans and regulations impact plastic pollution and waste management?

15. Can you explain the concept of the circular economy and its relevance to plastic waste management?

16. What are some successful case studies or examples of communities effectively managing plastic waste?

17. How does plastic pollution intersect with other environmental issues, such as climate change?

18. What are some educational initiatives or campaigns aimed at raising awareness about plastic pollution?

19. How does plastic pollution affect human health, particularly through the food chain?

20. What role can international cooperation play in addressing the global issue of plastic pollution?


ACTIVITIES  - August 17th

First part ( 20 minutes)

Some of the hardest English words to pronounce and spell

1. Comfortable (ˈkʌmf.tə.bəl)

2. Literature (ˈlɪɾɚɹətʃɚ)

3. Literally (ˈlɪtəɹəli)

4. Daughter (ˈdɔ.t̬ɚ)

5. Anxiety (ˌæŋˈzaɪ.ə.ti)

6. Schedule (ˈskɛdʒuəl)

7. Focus (ˈfoʊ.kəs)

8. Disinterested (dɪˈsɪnt(ə)ɹɛstɪd)

9. Jewelry (ˈdʒuːəlɹi)

10. Choir (kwaɪɚ)

11. Strengthen (ˈstɹɛnθən)

12. Architecture (ˈɑɹkɪtɛkt͡ʃɚ)

13. Temperature (ˈtɛm.pəɹˌt͡ʃɚ)

14. Through (θɹu) / Throughout (θɹuˈaʊt)

15. Wednesday (ˈwɛnzdeɪ)


Second part ( 90 minutes)

Writing a project :

1. Understand the Task:

2. Plan Your Project:

3. Introduction:

4. Main Points:

5. Language and Vocabulary:

6. Coherence and Cohesion:

7. Supporting Details and Examples:

8. Address Counterarguments (if applicable):

9. Conclusion:

10. Review and Revise


Take time with your team


Last part:  Intonation

ACTIVITIES  - August 16th

First part ( 10 minutes)

Some of the hardest English words to pronounce and spell

1. Rural

[ˈrʊrəl]

2. Mischievous

[ˈmɪsʧəvəs]

3. Colonel

[ˈkɜrnəl]

4. Epitome

[ɪˈpɪtəmi]

5. Draught

[dræft]

6. Hyperbole

[haɪˈpɜrbəˌli]

7. Nauseous

[ˈnɔʃəs]

8. Sixth

[sɪksθ]

9. Thorough

[ˈθɜroʊ]

10. Worcestershire sauce

[ˈwʊstəʃər sɔs]


Second part ( 90 minutes)


We have read about interesting topics in the last two sessions. Let's use that information and the words highlighted in the Mentimeter to write an essay. Remember the parameters we discussed regarding what an essay entails, and let's write ours on Moodle.
Writing time: 90 minutes.
Length: 800-900 words



Third part (30 minutes)

Chat rooms


ACTIVITIES  - August 15th


First part ( 15 minutes)

Prepare a 2-minute presentation summarizing the discussion and giving information about What strategies communities can implement to enhance their resilience and adaptive capacity in the face of ongoing global warming effects.  


Second part ( 20 minutes)

Present your ideas in the plenary session.  Pay attention to your partners and ask questions.


Third part ( 20 minutes)

American English Syllable Stress with Nouns and Verbs

For nouns, we stress the first syllable, and for verbs, we stress the second

NOUNS

Project, present, permit, finance, makeup, breakdown, showoff.

VERBS

Project, present, permit, finance, makeup, break down, show off.

Let´s write sentences with both cases

Ex: It's hard to project when we can start the project. 

Who's going to present the present?


Pairs of words that differ in meaning based on stress:


CONvict (noun) - to a person found guilty of a crime

conVICT (verb) - to declare someone guilty of a crime


reCORD (noun) - an account of something

Record (verb) - to document or make a note of something


INsult (noun) - a disrespectful or offensive remark

inSULT (verb) - to offend or disrespect someone


PERmit (noun) - an official document granting permission

perMIT (verb) - to allow or give permission


PREsent (noun) - a gift or something given

preSENT (verb) - to introduce or show something


REject (noun) - a person or thing that is discarded or not accepted

reJECT (verb) - to refuse to accept or consider something


REbel (noun) - a person who resists or defies authority

reBEL (verb) - to resist or defy authority


conTENT (noun) - the subject matter or material in something

CONtent (adjective) - satisfied or pleased


reLAY (noun) - a device for receiving and retransmitting a signal

RElay (verb) - to transmit or pass on information


imPORT (noun) - goods brought into a country for sale

IMport (verb) - to bring goods into a country for sale


PERfect (adjective) - flawless or without fault

perFECT (verb) - to improve or make something flawless


REfuse (verb) - to decline or say no to something

reFUSE (noun) - discarded or waste material


REject (verb) - to decline or dismiss something

reJECT (noun) - a person or thing that is rejected


INcrease (noun) - a rise in quantity or amount

inCREASE (verb) - to rise in quantity or amount


exPORT (noun) - goods sent to another country for trade

EXport (verb) - to send goods to another country for trade


Fourth part ( 60 minutes)

1. Rising sea levels and coastal vulnerability.   "2"

Read and discuss the topic

Rooms

Plenary Session

1. What are the primary factors contributing to rising sea levels?

2. How do melting ice sheets and glaciers impact coastal vulnerability?

3. What is the relationship between climate change and rising sea levels?

4. How are coastal communities affected by rising sea levels?

5. What are some potential environmental consequences of increased coastal vulnerability?

6. How do coastal ecosystems, such as wetlands and mangroves, influence vulnerability to rising sea levels?

7. What adaptation strategies can coastal cities implement to mitigate the impacts of rising sea levels?

Room 1

8. How do coastal development and urbanization influence vulnerability to sea level rise?

9. What are some examples of regions worldwide that are particularly vulnerable to rising sea levels?

10. How can the frequency and severity of coastal flooding events be influenced by rising sea levels?

11. What role do storm surges play in exacerbating the effects of rising sea levels on coastal communities?

12. How does sea level rise impact infrastructure like ports, roads, and buildings in coastal areas?

13. What is the potential economic impact of coastal vulnerability due to rising sea levels?

14. How do rising sea levels affect the availability of freshwater resources in coastal regions?

Room 2

15. What are some potential social and cultural implications of coastal vulnerability and sea level rise?

16. How can local governments collaborate with international organizations to address the challenges of rising sea levels?

17. What measures can individuals take to reduce their contribution to sea level rise and coastal vulnerability?

18. How does saltwater intrusion into coastal aquifers impact agriculture and drinking water supplies?

19. What role does shoreline erosion play in increasing coastal vulnerability to rising sea levels?

20. How do scientific models and predictions assist in understanding the future impact of rising sea levels on coastal areas?

















ACTIVITIES  - August 14th


First part ( 10 minutes)

Record yourself reading the first 10 tongue twisters Tongue twisters. Check if you have improved since the last time you did it.


Second part ( 50 minutes)

Compound adjectives 

A compound adjective is sometimes called a hyphenated adjective.

A compound adjective means a term that comprises more than one word. A compound adjective is generated whenever two or maybe more adjectives are combined to enhance mostly the same noun. To minimize misunderstanding or conflicts, these nouns should always be paired. 

Why is it important to use Compound Adjectives?

Accurately complementing compound adjectives not only will highlight your literary but will additionally assist your audience in digesting your thoughts better effortlessly. Whenever a compound adjective is not classified to demonstrate that it is one syntactic component, your audience's scan may pause for a time because they combine the terms into a singular body.

Let's look at the following sentences:

  • I saw a man-eating alligator.
  • I man-eatingeating alligator.

The first sentence contains a compound adjective.

The second sentence doesn't.

However, the meaning of the two sentences are very different as can be seen in the picture below:












Types of compound adjectives

1.  Adverb + Past Participle

2. Noun + Past Participle

3. Noun + Present Participle

4. Noun + Adjective

5. Adjective + Noun

6. Adjective + Past Participle

7. Adjective + Present Participle


Exercise 2:  Copy and paste on your personal link and develop the activity.

Describe the following nouns using compound adjectives.

  1. Girl who looks good- ___________________
  2. Machine that saves time- _______________
  3. Car that moves slow-_________________
  4. Food that makes your mouth water- ________________
  5. Girl with short hair- ______________
  6. Product with high quality- ______________
  7. Chocolate that is free from sugar- ______________
  8. Man, who has an open mind- ____________________
  9. Person who speaks English- ______________
  10. Vegetables that are grown at home- _________________
  11. People who are well educated- _______________
  12. Woman, who is highly respected in society- _________________
  13. Boy who thinks quickly- ______________
  14. Place that is on a long-distance- _______________
  15. Story that is famous in the world- _________________
  16. Toys that are wanted by child- __________________
  17. Fashion that is old- ___________________
  18. Cookies that are baked by sun- __________________
  19. Race that breaks the record- ____________________
  20. Products that last for a long time- __________________

Summary

Third part ( 50 minutes)

Speaking about:

Global warming and its effects on ecosystems and communities.

1.  Read information about the topic.

2.  Share information with your partners.

3. Answer these questions about the topic:

  1. ·         How does global warming impact biodiversity within ecosystems?
  2. ·         What are the potential consequences of rising sea levels on coastal communities due to global warming?
  3. ·         How do increased global temperatures affect the distribution and behavior of plant and animal species?
  4. ·         What role does global warming play in the frequency and intensity of extreme weather events, and how does this impact communities?
  5. ·         How are coral reefs being affected by global warming, and what does this mean for marine ecosystems and the people who depend on them?
  6. ·         In what ways does global warming contribute to disruptions in food chains and the overall stability of ecosystems?
  7. ·         How are indigenous communities particularly vulnerable to the effects of global warming on their traditional ways of life and natural resources?
  8. ·         What are some examples of invasive species thriving in warmer climates, and how do they impact local ecosystems and economies?
  9. ·         How does global warming influence the availability of freshwater resources and what are the implications for communities that rely on them?·         What steps can urban areas take to mitigate the urban heat island effect and its impacts on community health and well-being?
  10. ·         How does global warming exacerbate air quality issues, and what are the health implications for communities exposed to higher levels of air pollution?
  11. ·         How are agricultural practices and crop yields affected by changing climate patterns caused by global warming, and how does this impact global food security?
  12. ·         What is the relationship between global warming, melting ice caps, and the potential displacement of communities living in polar regions?
  13. ·         How does global warming contribute to the spread of infectious diseases, and how do communities need to adapt to these new health challenges?·     



ACTIVITIES  - August 11th


First part ( 10 minutes)

Introduction to the James Webb Telescope

Answer the questions in our forum


Second part ( 10 minutes)

Documentary

James Webb Telescope


Third part ( 20-30 minutes)


Discussion about the video. Open our chat rooms.

Collaborative Efforts:
  • How will data from the James Webb Telescope be shared with the global scientific community, and what opportunities will be available for researchers worldwide?

Challenges and Solutions:
  • The development of the James Webb Telescope has faced several challenges and delays. Can you discuss some of these challenges and the innovative solutions that have been implemented?
  • How have the telescope's design and systems been engineered to withstand the harsh conditions of space and ensure its longevity?

Public Engagement:
  • How can the general public and students become engaged with the mission and follow its progress and discoveries?
  • Are there any plans for public outreach and educational initiatives related to the James Webb Space Telescope?

Future Prospects:
  • Once the James Webb Telescope becomes operational, what are the next steps for space exploration and astronomical research?
  • Are there any plans for future upgrades or additional space telescopes beyond the James Webb?



ACTIVITIES  - August 10th


First part ( 30 minutes)

Exercise 1: Put the following paragraph in the reported speech into the conversational form using direct speech (quotes). Do it in your personal link.

Peter introduced me to Jack who said he was pleased to meet me. I replied that it was my pleasure and that I hoped Jack was enjoying his stay in Seattle. He said he thought Seattle was a beautiful city, but that it rained too much. He said that he had been staying at the Bayview Hotel for three weeks and that it hadn't stopped raining since he had arrived. Of course, he said, this wouldn't have surprised him if it hadn't been July! Peter replied that he should have brought warmer clothes. He then continued by saying that he was going to fly to Hawaii the following week, and he that he couldn't wait to enjoy some sunny weather. Both Jack and I commented that Peter was a lucky person indeed.


Second part ( 15 minutes)

Exercise 2: Answer some questions in the following form.  Use as many tenses as possible.  After you have finished the questions and answers open chat rooms to report the information you have learned about your partners.


Third part ( 30 minutes)

Chat rooms

Exercise on passive voice

Fourth part ( 80 minutes)

Let´s work on our projects


ACTIVITIES  - August 09th


First part (30 minutes)


Summary of reported speech

Second part (30 minutes)

Question forms and reported speech

Normal word order is used in reported questions, it means, the subject comes before the verb, and it is not necessary to use 'do' or 'did'.









Yes / no questions

This type of question is reported by using 'ask' + 'if / whether' + clause

Question words

This type of question is reported by using 'ask' (or another verb like 'ask') + question word + clause. The clause contains the question, in normal word order and with the necessary tense change.
















Information retrieved from: https://www.ef.com/wwen/english-resources/english-grammar/question-forms-and-reported-speech/


Third part (40 minutes)

Practice conversation in our chat rooms using reported speech. Use this doc


ACTIVITIES  - August 08th


First part (10 minutes)

Contemporary problems are numerous and diverse, covering a wide range of fields and issues. Here are some topics related to contemporary problems that we are going to cover in this level (9)

Climate Change and Environmental Issues:

Global warming and its effects on ecosystems and communities.

Rising sea levels and coastal vulnerability. "2"

Biodiversity loss and habitat destruction.

Plastic pollution and waste management.

 

Social Inequality and Justice: 

Racial and gender disparities.

Income inequality and wealth distribution.

Criminal justice reform.

LGBTQ+ rights and acceptance.

 

Political Issues: 

Populism and its impact on democracies.

Global migration and refugee crises.

Electoral integrity and voting rights.

Rise of authoritarianism and erosion of democratic norms.

 

Humanitarian Crises:

 Lack of access to clean water and sanitation.

Conflict-driven displacement and refugee emergencies.

Famine and food security issues.

Natural disaster response and recovery.

 

Ethical Dilemmas:

Genetic engineering and designer babies.

Trafficking in Persons

Animal rights and factory farming.

End-of-life care and assisted suicide.


 

Education Challenges:

Quality of education in marginalized communities.

Inclusive Education

Bullying and School Safety


These are just a few examples of contemporary problems that impact societies around the world. Each of these topics involves complex issues that require careful consideration, research, and collaborative efforts to find solutions.


Second part (40 minutes)

Listening 

1.  Listen to the audio.

2.  Write a paragraph about your understanding. (use your personal link)

3.  Write the transcription of a paragraph (minutes 5:29 - 06:55)

Berlin Wall

Check your understanding here


Third part (15 minutes)

Reading comprehension


Grammar

Reported sentences

Change expressions










How to change tenses
















Practice 1

Practice 2

Practice 3




























































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