If you need information about the previous activities you can open them in Intensive English A2
Personal link - Recordings - Online sessions - ESL Code: PeariasaIE - Attendance - Project B1
Dear Students,
As we reach the end of our six-month journey together, I want to take a moment to express how proud I am of each of you. Learning a new language is never easy, but your dedication, enthusiasm, and effort have been truly inspiring.
Throughout this course, we have not only learned grammar and vocabulary but also shared stories, laughter, and countless moments of growth. Watching your progress has been one of the most rewarding experiences for me as a teacher.
Remember, this is not the end but a new beginning. Keep practicing, keep exploring, and never stop believing in your ability to achieve great things. The world is full of opportunities for those who can communicate and connect with others.
I hope the skills you have gained here will open doors to new possibilities and help you build bridges to exciting adventures in life. Always keep your curiosity alive and your determination strong.
Thank you for allowing me to be part of your learning journey. I will cherish the memories we have created and look forward to hearing about your future successes.
Wishing you all the best,
Coalescence and assimilation
Coalescence
Coalescence is when two sounds combine to form a new, single sound. This typically happens in connected speech when two adjacent sounds merge into a single sound that is a blend of the original sounds.
Would not → Wouldn't
Should not → Shouldn't
Cannot → Can't
There is → There's
Let us → Let's
Raincoat (rain + coat)
Lighthouse (light + house)
Fireplace (fire + place)
Seashell (sea + shell)
The phrase "I’m gonna go" (informal speech for "I am going to go") could undergo coalescence, where the sounds of "gonna" and "go" blend together, potentially sounding like "I’m gon’ go".
Assimilation is when two sounds become more similar because they are spoken consecutively. This process makes it easier to pronounce combinations of sounds, which helps build your fluency.
/d/ + /y/ = /dʒ/ Would you like to come in?
/dz/ + /y/ = /dʒ/ Here are the records your friend wants.
/z/ + /y/ = /ʒ/ Is your train on time?
Speaking activity
The video discusses the challenges associated with the rapidly aging population in wealthy nations. It highlights the economic, social, and healthcare implications of an aging demographic. The traditional three-stage model of life, involving education, work, and retirement, is described as fundamentally broken. The dependency ratio, indicating the balance between workers and retirees, is shifting unfavorably. The video suggests the need for a fundamental shift in how societies approach different life stages and explores potential solutions, including more flexible attitudes towards retirement and innovative approaches to elderly care, as demonstrated by Buurtzorg in the Netherlands. The overarching message is that addressing the true cost of aging requires a comprehensive and fundamental rethink of current systems.
Discussion Questions:
- What are the main challenges presented in the video regarding aging populations?
- How do demographic shifts, such as an aging population, impact economies and societies?
- In your opinion, what are the economic consequences of an aging population, and how can societies address these challenges?
- What innovative solutions or approaches, as shown in the video, can help support the elderly population while minimizing economic burdens?
- Do you think the traditional model of retirement needs to be reevaluated? Why or why not?
- How can communities and societies better prepare for the increasing number of elderly individuals?
- What role do flexible attitudes toward retirement and continued employment play in addressing the challenges associated with an aging population?
- Discuss the potential benefits and drawbacks of community-focused approaches to elderly care, as demonstrated by Buurtzorg in the Netherlands.
Game : Do you know the meaning of these words?
Brain teasers
If you drop me I’m sure to crack, but give me a smile and I’ll always smile back. What am I? A mirror
The more of this there is, the less you see. What is it? The darkness
What tastes better than it smells? A tongue
What goes through cities and fields, but never moves? A road
What is made of water but if you put it into water it will die? An ice cube
What 4-letter word can be written forward, backward, or upside down, and can still be read from left to right? Noon
A family has two parents and six sons. Each of the sons has one sister. How many people are in the family? Nine. Two parents, six sons, and one daughter!
Which word logically comes next in this sequence? Spots, tops, pots, opts… Stop. All the words are anagrams of each other.
Listening activity (4:22) Ex4 Doc
Virtual Reality
Here are the words and phrases we are going to listen or read about artificial intelligence, Let´s explain them:
artificial intelligence
creditworthiness
deep learning
diagnosing disease
exponential explosion
facial recognition
geological research
humanity
integrated
meteorology
milestone
mind-blowing
recognizing speech
singularity
virtual reality environments
virtual reality technology
- How has artificial intelligence already impacted our daily lives?
- What are the potential benefits of widespread AI adoption?
- Are there ethical concerns related to AI that worry you?
- How might AI influence the job market and employment in the future?
- In what ways could AI contribute to solving global challenges like climate change or healthcare issues?
- Reflect on how AI might impact your future. Share one positive and one negative aspect you can foresee.
Listening activity (2:50) Ex3 Doc
Speaking Activity
Let's read Benefits of Regular Exercise
- How does regular exercise contribute to weight management and overall body composition?
- Can you explain the psychological benefits of exercise, such as its impact on mood and mental well-being?
- What are the long-term health benefits of maintaining a consistent exercise routine throughout one's life?
- How does regular exercise reduce the risk of chronic diseases like heart disease, diabetes, and hypertension?
- What types of exercise are most effective for building and maintaining muscle strength and bone density?
- How does exercise help in improving cardiovascular health, including lowering cholesterol and blood pressure?
- What role does regular physical activity play in enhancing flexibility and reducing the risk of injuries?
- Can you discuss the connection between exercise and improved cognitive function, including memory and concentration?
- What are the social benefits of participating in group exercise activities or sports?
- How does exercise contribute to better sleep patterns and quality of sleep?
- How does exercise support a healthy immune system and reduce the risk of infections?
- What are the recommended guidelines for exercise frequency, intensity, and duration to maximize its benefits?
1. Word families are groups of words with a common pattern or letters with the same sound. For example, the “ain” word family includes brain, chain, gain, pain, rain, etc.
2. A word family is a group of words that share a common root or base, along with different prefixes or suffixes added to them. These words typically belong to the same part of speech and have related meanings. Word families are useful because they help learners understand how words are formed and how their meanings change when different affixes are added.
Examples of Word Families:
Root: "act"
- Act (verb): to do something
- Action (noun): the process of doing something
- Active (adjective): engaged in action or movement
- Activity (noun): the state of being active or a specific task
- Actor (noun): a person who performs in plays or movies
- React (verb): to act in response to something
Root: "happy"
- Happy (adjective): feeling or showing joy
- Happiness (noun): the state of being happy
- Unhappy (adjective): not happy, sad
- Happily (adverb): in a happy manner
- Happier (comparative adjective): more happy
- Happiest (superlative adjective): the most happy
Root: "create"
- Create (verb): to make something
- Creation (noun): the act of creating
- Creative (adjective): having the ability to create
- Creativity (noun): the quality of being creative
- Recreate (verb): to create something again
- Recreation (noun): an activity done for enjoyment or relaxation
Why Word Families Are Important:
- They help learners expand their vocabulary by showing how words are related.
- Understanding word families allows learners to guess the meanings of new words based on their roots and affixes.
- They enhance spelling and writing by familiarizing students with different forms of a root word.
By understanding word families, students can better comprehend the relationships between words and improve both their vocabulary and language skills.
Chat rooms
Effects of drugs on our bodies
- What do you think are the most common reasons why people experiment with drugs, and how do these choices affect their bodies?
- How can drug use impact your physical health and overall well-being in the short term and the long term?
- Do you believe that using drugs recreationally can lead to addiction, and what are the signs of addiction to be aware of?
- Can you name some specific drugs known to have particularly harmful effects on the body, and what are those effects?
- What do you understand about the relationship between drug use and mental health issues, such as anxiety and depression?
- How does drug abuse affect academic performance and the ability to achieve personal goals?
- What are some potential consequences of using drugs when it comes to relationships with friends and family?
- Are there any strategies or resources available to help people avoid drug use or seek help if they or someone they know is struggling with substance abuse?
- What role does peer pressure play in drug use, and how can one resist or cope with such pressure?
- How can increased awareness of the effects of drugs on the body help people make informed decisions about their health and well-being?
- Do you think there is a difference in the perception of legal and illegal drugs, and how does this affect drug use among people?
- Can you share any personal experiences or stories you've heard about the impact of drugs on people's lives and bodies?
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!
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 circular economy concept 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 like 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?
Cleft sentences are a way to give emphasis or focus to a particular part of a sentence by splitting it into two clauses. This restructuring often involves the use of phrases like "It is/was..." or "What... is/was...". Cleft sentences highlight a specific element, such as the subject, object, or adverbial phrase.
Types of Cleft Sentences
It-cleft
- Focus is placed on a specific element using "It is/was... that/who."
- Example:
- Normal sentence: "Freddy won the championship in 2018."
- Cleft sentence: "It was Freddy who won the championship in 2018."
What-cleft (Pseudo-cleft)
- Focus is on the subject or object by starting the sentence with "What..."
- Example:
- Normal sentence: "Freddy's determination inspired many."
- Cleft sentence: "What inspired many was Freddy's determination."
Other types
- Wh-cleft (using "who," "where," "when," etc.):
- Normal sentence: "She met him at the beach."
- Cleft sentence: "Where she met him was at the beach."
- All-cleft:
- Normal sentence: "Freddy wanted recognition for his efforts."
- Cleft sentence: "All Freddy wanted was recognition for his efforts."
- Wh-cleft (using "who," "where," "when," etc.):
Why Use Cleft Sentences?
- To emphasize or clarify information.
- To vary sentence structure for stylistic purposes.
- To highlight what is important in context.
Cleft sentences are common in both written and spoken English when the speaker or writer wants to draw attention to a specific point.
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.
Listening activity (10 minutes of the video)
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.
This is a challenge for you.
- Something in a thirty-acre thermal thicket of thorns and thistles thumped and thundered threatening the three-D thoughts of Matthew the thug – although, theatrically, it was only the thirteen-thousand thistles and thorns through the underneath of his thigh that the thirty-year-old thug thought of that morning.
- Luke Luck likes lakes.
Luke’s duck likes lakes.
Luke Luck licks lakes.
Luck’s duck licks lakes.
Duck takes licks in lakes Luke Luck likes.
Luke Luck takes licks in lakes duck likes.
- Yellow butter, purple jelly, red jam, black bread.
Spread it thick, say it quick!
Yellow butter, purple jelly, red jam, black bread.
Spread it thicker, say it quicker!
Yellow butter, purple jelly, red jam, black bread.
Don’t eat with your mouth full!
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:
- Would you rather travel 100 years in the future or 100 years in the past?
- Would you rather be Ironman or Captain America?
- Would you rather lose your keys or your phone?
- Would you rather live in Paris or Bangkok?
- Would you rather see a spider in your house every day or have a mosquito bite you once a week?
- Would you rather never listen to music or never be able to read another book?
- Would you rather live in a bustling city like Bogotá or a smaller, tranquil town like Villa de Leyva?
- Would you rather settle down in the Andean region of Colombia, like Manizales, or on the Caribbean coast in Cartagena?
- Would you rather spend 5 years in prision or 10 years in coma?
- Would you rather lose your sight or your memories?
- Would you rather have the ability to travel through time or read minds
- Would you rather live in a bustling city or a peaceful countryside?
- Would you rather lose your job or the opportunity to pursue your passion?
- Would you rather lose your ability to see the world around you or your ability to remember the moments you've experienced?
- Would you rather go to the bathroom 10 times every day or one time every two weeks?
- 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
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!
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.
WISH, RATHER, IF ONLY, IT’S TIME
UNREAL USES OF PAST TENSES-
Using these structures, you can creatively express wishes, regrets, and suggestions about any topic in a nuanced and grammatically rich way! The unreal uses of past tenses with wish, rather, if only, and it’s time to express hypothetical, regretful, or desired situations that are contrary to the present or past reality. Let’s explore each with examples:
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).
It is used to express a desire for a situation to be different.
- Present unreal wishes: Use wish + past simple/past continuous.
- Past regrets: Use wish + past perfect.
Examples:
- Present unreal:
- "I wish it snowed on Christmas Day every year." (It doesn’t snow now, but I want it to.)
- "I wish my family were all together this Christmas." (They aren’t together, but I desire it.)
- Past regrets:
- "I wish I had bought that Christmas tree last week." (I didn’t buy it, and I regret it.)
- "I wish we had spent more time decorating the house last Christmas." (We didn’t spend enough time, and now I regret it.)
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.
Used to express strong wishes or regrets, similar to "wish" but more emphatic.
- Present unreal wishes: Use if only + past simple.
- Past regrets: Use if only + past perfect.
Examples:
Present unreal:
- "If only it snowed during Christmas in our town." (It doesn’t snow, but I wish it did.)
- "If only I knew how to make a gingerbread house." (I don’t know, but I wish I did.)
Past regrets:
- "If only we had visited Grandma last Christmas." (We didn’t visit her, and I regret it.)
- "If only I had remembered to buy the Christmas presents earlier." (I didn’t remember, and I regret it.)
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. Both "would rather" and "would sooner" are used to express preference. They mean essentially the same thing, but "would rather" is more common and neutral, while "would sooner" can sound slightly more emphatic or formal in tone. Both are interchangeable, but "would sooner" may add a slightly stronger feeling to the preference.
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.
How to Use Them:
1. Preference for one action over another (same subject):
- Structure: Subject + would rather/would sooner + base verb + than + base verb
- Example with "would rather":
"I would rather spend Christmas at home than travel abroad."
(I prefer staying at home instead of traveling.) - Example with "would sooner":
"He would sooner buy practical gifts than fancy ones."
(He prefers practical gifts over fancy ones.)
"I would rather spend Christmas at home than travel abroad."
(I prefer staying at home instead of traveling.)
"He would sooner buy practical gifts than fancy ones."
(He prefers practical gifts over fancy ones.)
2. Preference for one action by another person (different subject):
- Structure: Subject + would rather/would sooner + subject + past tense verb
- Example with "would rather":
"I would rather you stayed home for Christmas."
(I prefer that you stay home.) - Example with "would sooner":
"She would sooner he helped decorate the tree than cooked."
(She prefers that he helps decorate rather than cook.)
"I would rather you stayed home for Christmas."
(I prefer that you stay home.)
"She would sooner he helped decorate the tree than cooked."
(She prefers that he helps decorate rather than cook.)
Used to express preferences.
- Present
or future preferences: Use would rather + base verb.
- Preferences
about others’ actions: Use would rather + past simple.
Examples:
- Present/Future
preferences:
- "I
would rather watch Christmas movies tonight than go out
shopping." (I prefer watching movies now.)
- "I
would rather celebrate Christmas at home this year." (I
prefer to stay home this Christmas.)
- Preferences
about others:
- "I
would rather my siblings stayed home for Christmas instead
of traveling." (I wish they wouldn’t travel.)
- "I
would rather the neighbors turned off their Christmas
lights earlier." (I want them to change their behavior.)
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.
Used to express that something should happen now (or should have happened already).
- Unreal present: Use it’s time + past simple.
- Present simple for immediate action: Use it’s time + infinitive.
Examples:
Unreal present:
- "It’s time we decorated the Christmas tree." (We haven’t decorated it yet, but we should now.)
- "It’s time the kids wrote their letters to Santa." (They haven’t written them yet, but it should happen now.)
Immediate action:
- "It’s time to open the Christmas presents!" (Let’s do it now.)
- "It’s time to bake the Christmas cookies!" (Let’s start baking.)
- How
does the film explore the emotional impact of a parent’s death on a young
child? How does Tomy’s understanding of life and death evolve throughout
the story?
- What
emotions and moral dilemmas are explored in the movie regarding
end-of-life decisions and quality of life?
- How
does the notebook allow the mother to express things she wouldn’t be able
to say face-to-face? How does this impact Tomy’s healing process?
- How
does the film show the way grief and loss can affect a child at different
stages of their life?
- How
does Tomy’s notebook portray the struggle of dealing with cancer
from the perspective of the family members, especially the mother?
- What
do you think the mother hopes Tomy will learn from the notebook and carry
with him after her death?
- How
does the film use the concept of memory and written words to emphasize the
theme of enduring love and connection between a mother and her son?
- In
your opinion, what is the central message of Tomy’s notebook? How does it challenge viewers to think
about life and death?
- What
role does Tomy’s notebook play in the narrative? How does it serve as a
tool for expression and understanding?
- What
themes of resilience and hope are explored in Tomy’s Notebook?
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.
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 | enjoy | make | want |
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 | die | happen | smile |
There are other kinds of verb patterns. For example:
- link verbs have the structure Noun + Verb + Adjective (She looks happy) or Noun + Verb + Noun (He became a teacher).
- some two-part verbs can have the structure Noun + Verb + Particle + Noun (She gave back the money) or Noun + Verb + Noun + Particle (She gave the money back).
- double object verbs have the structure: Noun + Verb + Noun + Noun (Peter sent his mother some flowers).
- verbs followed by the infinitive (We planned to take a holiday.)
- verbs followed by the -ing form (I love swimming.)
- verbs with that, wh- and if clauses (She said that …, He explained what …, He asked if … .) These are often reporting verbs.
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.
Challenge yourself with word games:
FALSE FRIENDS
We call "False Friends" those English words which look similar to other words in Spanish, but they differ significantly in meaning.
For instance, to be “constipated” has nothing to do with “estar constipado”, which means “to have a cold”. Being “constipated” means “estar estreñido”.
Another good example is the English word “Conductor”, which refers to the person who directs an orchestra, and the Spanish word “Conductor” which refers to the person who drives a vehicle.
Below is a list of the most common “false friends”.
FALSE FRIEND | It means… | …and not … | … which is … |
actually /ˈæktʃuəәli/ | en realidad | actualmente | nowadays /ˈnaʊəәdeɪz/ |
agenda /əәˈdʒendəә/ | orden del día | agenda | diary /ˈdaɪəәri/ |
apology /əәˈpɒləәdʒi/ | disculpa | apología | defense of /dɪˈfens ɒv/ |
arena /əәˈriːnəә/ | estadio | arena | sand /sænd/ |
argument /ˈɑːɡjuməәnt/ | discusión | argumento | plot /plɒt/ |
assist /əәˈsɪst/ | ayudar | asistir | attend /əәˈtend/ |
avocado/ævəәˈkɑːdəәʊ/ | aguacate | abogado | lawyer/attorney /ˈlɔːjəәr/ /əәˈtɜːni/ |
billion /ˈbɪlɪəәn/ | mil millones | billón | trillon /ˈtrɪlɪəәn/ |
bland /blænd/ | soso | blando | soft /sɒft/ |
camp /kæmp/ | campamento | campo: | field /fiːld/ |
carpet /ˈkɑːpɪt/ | moqueta | carpeta | file /faɪl/ |
casualty /ˈkæʒʊəәlti/ | víctima | casualidad | coincidence /kəәʊˈɪnsɪdəәns/ |
college /ˈkɒlɪdʒ/ | universidad | colegio | school /skuːl/ |
commodity /kəәˈmɒdɪti/ | producto | comodidad | comfort /ˈkʌmfəәt/ |
compliment /ˈkɒmplɪment/ | piropo | complemento | accessory /əәkˈsesəәri/ |
conductor /kəәnˈdʌktəә/ | director orquesta | conductor | driver /ˈdraɪvəә/ |
constipation /ˌkɒnstɪˈpeɪʃn̩/ | estreñimiento | constipado | cold /kəәʊld/ |
contest /kəәnˈtest/ | concurso | contestar | answer /ˈɑːnsəәʳ/ |
dessert /dɪˈzɜːt/ | postre | desierto | desert /‘dezəәt/ |
dinner /ˈdɪnəә/ | cena | dinero | money /ˈmʌni/ |
a. The robots used electricity that is stored in small batteries.
b. You need to use rigid building materials. If you use something soft, the structure cannot stand.
c. We need to inspect every part of the machine to make sure it is safe to operate.
d. Adding more legs improved the robot’s mobility. It can now move faster and more easily.
e. We made a model of the robot on a small scale before we started building the full-size version.
f. The robot has a mechanism that makes it jump really high.
g. When the robot’s main light switched on, it gave off a flash of light.
h. Ants have the capability of carrying something that weighs more than they do.
i. If you put too many heavy things on one side of the cart, it will tip over.
j. The machine is very robust. It works even in difficult conditions.
The characteristics of an essay include structure, clarity, focus, and purpose. Here’s a breakdown of the key features that define an effective essay:
Clear Structure:
- Introduction: This is where the topic is introduced, often with background information, and it typically includes a thesis statement that presents the main argument or focus of the essay.
- Body: The body contains several paragraphs, each focused on a single point or piece of evidence supporting the thesis. Each paragraph should begin with a topic sentence that guides the reader and connects back to the main idea.
- Conclusion: This section summarizes the essay's key points and reinforces the thesis. It may also provide a final thought or call to action, depending on the essay's purpose.
Focus on a Central Idea (Thesis):
The thesis is the core of the essay. Every part of the essay should connect back to this central idea or argument. A strong thesis gives the essay direction and clarity, ensuring that all points serve a common purpose.Coherent Organization and Flow:
Essays should flow logically, with ideas presented in a clear and organized manner. Transitions between paragraphs help guide the reader and maintain coherence throughout the text.Evidence and Support:
Whether it’s persuasive, analytical, or descriptive, an essay should use evidence to support claims. This can include data, quotations, examples, or logical reasoning, which help validate the arguments and make the writing convincing.Formal Tone and Style:
Essays typically use formal language, especially in academic or professional contexts. This involves clear, concise, and grammatically correct sentences, avoiding slang or overly casual language.Purpose and Audience:
Essays are written with a purpose, such as to inform, persuade, analyze, or entertain. The tone, style, and structure are shaped according to the audience, whether it is for an academic, professional, or general reader.Personal Voice and Perspective:
While essays are often factual and objective, they also allow room for the author’s voice, especially in personal or argumentative essays. The writer's perspective helps shape the approach to the topic, making the essay unique and engaging.
Answers
Project: Work with your classmates and record the session. Remember to speak as much English as you can. Work on your project as if today were the deadline.
Group 1:
Group 2:
Group 3:
Group 4:
Here are some questions to help you practice reported
speech and discuss Día de los Muertos (Day of the Dead).
The questions will encourage you to report what someone else has said and
reflect on the cultural aspects of this holiday.
Part 1: Practicing Reported Speech
- Reported
Speech Basics
- “What
do people often say about Day of the Dead?”
- Example
response in reported speech: "They often say that it’s a
celebration of life rather than death."
- “What
do family members tell each other when they honor the dead?”
- “How
do people explain the purpose of altars to others?”
- Example
response: “They explain that altars are set up to remember and honor
loved ones who have passed away.”
- Reported
Speech with Statements
- “Someone
said, ‘Day of the Dead is a happy celebration.’ How would you
report that?”
- Expected
response: “Someone said that Day of the Dead was a
happy celebration.”
- “A
visitor mentioned, ‘I love seeing the colorful decorations.’ How would
you report that?”
- Reported
Speech with Commands/Requests
- “If
someone tells you, ‘Bring offerings to honor the dead,’ how would you
report that command?”
- Expected
response: “They told me to bring offerings to honor the dead.”
- “What if a friend says, ‘Tell me more about the tradition of making altars’? How would you report their request?”
Reported Speech: Statements
1.
What would you say if someone said, “Day of the Dead is a time to celebrate our ancestors”?
a.
Expected response: They said that the Day of the Dead was a time to celebrate our ancestors.
2.
How would you report this: “People decorate
graves with flowers and candles during Día de los Muertos”?
a.
Expected response: They said that people
decorated graves with flowers and candles during Día de los Muertos.
3.
If someone told you, “Sugar skulls are very
popular on Día de los Muertos,” how would you report that?
4.
Imagine someone says, “Día de los Muertos is not
a sad holiday.” How would you repeat that using reported speech?
5.
How would you report this statement: “People
build altars to honor their loved ones who have passed away”?
Reported Speech: Commands and Requests
6.
If someone told you, “Put candles on the altar,”
how would you report it?
7.
Expected response: They told me to put
candles on the altar.
8.
How would you report this command: “Bring photos
of family members for the celebration”?
9.
If a teacher asked you, “Explain the meaning of
Día de los Muertos to your classmates,” how would you report that request?
10. Imagine
a friend said, “Tell me more about the food made for Día de los Muertos.” How
would you report it?
11. If
a tour guide said, “Don’t forget to take pictures of the colorful decorations,”
how would you report this command?
These questions can spark discussion and exploration of the diverse and stunning landscapes Colombia has to offer for adventurers:
- What are the most breathtaking landscapes to explore during an adventure in Colombia?
- How does the biodiversity of Colombia enhance the adventure experience for travelers?
- What activities can you enjoy in the Cocora Valley, home to the iconic wax palms?
- How can you prepare for a hiking expedition in the Sierra Nevada de Santa Marta?
- What unique wildlife might you encounter while trekking in the Amazon rainforest?
- Which national parks in Colombia are best suited for outdoor adventures?
- How do the Andean mountains contribute to the adventure tourism scene in Colombia?
- What are the best trails for hiking or mountain biking in the Coffee Triangle region?
- How can you experience the beauty of Colombia's Caribbean coast through water sports?
- What cultural experiences can you combine with your adventures in Colombia's landscapes?
- How does the landscape of the Tatacoa Desert differ from that of the Amazon rainforest?
- What challenges might adventurers face when exploring Colombia’s remote regions?
- What are some recommended safety tips for adventuring in Colombia’s national parks?
- How can local guides enhance your understanding of Colombia’s landscapes and ecosystems?
- What gear is essential for a successful hiking trip in the Colombian Andes?
- How can you support conservation efforts while enjoying adventures in Colombia’s diverse environments?
- What are the best times of year to plan outdoor adventures in Colombia?
- How do Colombia's unique ecosystems, such as paramo and tropical rainforest, shape the adventure experience?
- What role do indigenous communities play in adventure tourism in Colombia?
- What stories or legends from Colombian landscapes might inspire your adventure journey?
Challenge yourself with word games:
3. Present Perfect
- Direct Speech: "I have carved three pumpkins."
- Reported Speech: She said that she had carved three pumpkins.
4. Present Perfect Continuous
- Direct Speech: "I have been planning my costume for weeks."
- Reported Speech: He said that he had been planning his costume for weeks.
5. Past Simple
- Direct Speech: "I went trick-or-treating last year."
- Reported Speech: She said that she had gone trick-or-treating the year before.
6. Past Continuous
- Direct Speech: "I was watching a scary movie."
- Reported Speech: He said that he had been watching a scary movie.
7. Past Perfect
- Direct Speech: "I had never seen a haunted house before."
- Reported Speech: She said that she had never seen a haunted house before.
8. Past Perfect Continuous
- Direct Speech: "I had been preparing for the Halloween party."
- Reported Speech: He said that he had been preparing for the Halloween party.
9. Future Simple
- Direct Speech: "I will dress up as a vampire."
- Reported Speech: She said that she would dress up as a vampire.
10. Future Perfect
- Direct Speech: "I will have finished my Halloween costume by Friday."
- Reported Speech: He said that he would have finished his Halloween costume by Friday.
11. Future Continuous
- Direct Speech: "I will be attending a Halloween party."
- Reported Speech: She said that she would be attending a Halloween party.
Key Points to Remember:
- Pronoun Changes: Pronouns in direct speech often change to reflect the speaker's perspective. For example, "I" becomes "he/she."
- Time Expressions: Time-related words may also change (e.g., "today" becomes "that day," "tomorrow" becomes "the next day").
- Tense Shifts: Generally, the tense of the reporting verb (e.g., "said," "asked") will dictate whether the verb in the reported speech shifts back (also known as backshifting).
Recount local ghost stories from your hometowns or even
spooky encounters you or someone you know has experienced.
Write a spooky and or silly story and share it with your partners
Paste a screenshot of your result.
Reported Speech
Reported speech (or indirect speech) is used to convey what someone else has said without quoting their exact words. The verb tense usually changes according to the original statement, and pronouns may also shift. Below, I'll outline how to report sentences across various tenses using Halloween-themed examples.
1. Present Simple
- Direct Speech: "I love Halloween."
- Reported Speech: She said that she loved Halloween.
2. Present Continuous
- Direct Speech: "I am decorating the house for Halloween."
- Reported Speech: He said that he was decorating the house for Halloween.
Halloween
Chat rooms.
- What do you like most about Halloween?
- Do you celebrate Halloween in your town? How?
- What is your favorite Halloween costume you have worn or seen?
- What do you usually do on Halloween night?
- Do you like scary movies? What is your favorite Halloween movie?
- What do you think about haunted houses? Have you ever visited one?
- What would it look like if you could create your own Halloween party?
- What kind of decorations do you think are best for Halloween?
- Do you believe in ghosts? Why or why not?
- What traditional Halloween activities do you know?
- Have you ever carved a pumpkin? How did it go?
- What is your favorite Halloween memory?
- How do you feel when you see Halloween decorations?
- If you could dress up as any character for Halloween, who would you choose?
Tongue twister!
Here’s a Halloween-themed tongue twister for you:
"Haunted houses hide howling ghosts, while wicked witches whisk away wailing bats."
Try saying it quickly multiple times for a fun challenge!
The history of Halloween dates back thousands of years and involves a blend of ancient traditions, cultural practices, and evolving customs. Here's a brief overview of its origins and development:
Plural form of foreign nouns
Simple and quite rules of creating plural get a little complicated when it comes to words of foreign origin especially from classical Greek, Latin, French and Italian. Some words create plural by adding an ending -s, in others stand rules imported from original languages. Sometimes those two forms are correct.
Nouns ending with -us get an ending -i or -s:
cactus – cacti/cactuses
fungus – fungi/funguses
hippopotamus – hippopotami/ hippopotamuses
octopus – octopi/octopuses
radius – radii
Nouns ending with -um get an ending -a or -s:
bacterium – bacteria
curriculum – curricula/curriculums
medium – media
Nouns ending with -on get an ending -a:
criterion – criteria
automaton – automata
Nouns ending with -ex or -vix get an ending -ices or -s:
index – indices/indexes
matrix – matrices/matrixes
Nouns ending with -is get an ending -es:
analysis – analyses
basis – bases
crisis – crises
diagnosis – diagnoses
hypothesis – hypotheses
oasis – oases
thesis – theses
Nouns ending with -a get an ending -ae or -s:
antena – antennae/antennas
formula – formulae/formulas
larva – larvae
Reported Speech
Reported commands, requests, sentences, and questions.
Reported commands and requests involve reporting what someone told or asked another person to do. When reporting commands or requests, we typically change the verb form and structure of the sentence, depending on whether it’s a command (telling someone to do something) or a request (asking politely).
1. Reported Commands
When reporting a command, we use "told" or "ordered" followed by an infinitive (to + base verb).
Structure:
- Direct command: [Imperative] + [Object]
- Reported command: [Subject] + told/ordered + [Object] + to + [Base Verb]
Example:
- Direct: "Close the door!"
- Reported: She told him to close the door.
Negative Command:
- Direct: "Don't touch the painting!"
- Reported: The guide told us not to touch the painting.
2. Reported Requests
When reporting a request, we use "asked" followed by an infinitive (to + base verb) or "asked for" if it's a noun.
Structure:
- Direct request: Could you/would you/please + [Base Verb]
- Reported request: [Subject] + asked + [Object] + to + [Base Verb]
Example:
- Direct: "Could you help me with this?"
- Reported: He asked me to help him with that.
Negative Request:
- Direct: "Please don't be late!"
- Reported: She asked us not to be late.
Request for Something:
- Direct: "Can I have some water, please?"
- Reported: He asked for some water.
Key Changes to Note:
- Tense Change: The verb tense may shift when moving from direct to reported speech.
- Pronoun Changes: The pronouns need to be adjusted to match the reporting context (e.g., "you" changes to "me/him/her").
- Reporting Verbs: Use told for commands and asked for requests.
By following these structures, you can properly report both commands and requests.
Pronuciation tips
Phonetic symbols represent specific sounds that are important for understanding how words are pronounced, and learning them can help improve clarity in speaking.
/ h / /y / / dʒ /
1. /h/ (Voiceless Glottal Fricative)
- Sound: The /h/ sound is produced by expelling air through the vocal cords without vibrating them.
- How to Make the Sound: Open your mouth slightly and breathe out softly as if you’re sighing.
- Examples:
- hat /hæt/
- happy /ˈhæpi/
- home /hoʊm/
2. /y/ (Palatal Approximant)
- Sound: The /y/ sound is the same as the letter "y" in English. It’s produced with the tongue close to the roof of the mouth, near the hard palate.
- How to Make the Sound: Start with your tongue touching the roof of your mouth but not fully blocking the airflow, then release it slightly while voicing the sound.
- Examples:
- yes /jɛs/
- yellow /ˈjɛloʊ/
- yarn /jɑrn/
3. /dʒ/ (Voiced Postalveolar Affricate)
- Sound: The /dʒ/ sound is a combination of a stop (/d/) and a fricative (/ʒ/), producing a sound like the "j" in "jump." It is voiced, meaning the vocal cords vibrate when making this sound.
- How to Make the Sound: Start by blocking airflow with your tongue near the alveolar ridge (right behind the upper front teeth), then release it with friction as your vocal cords vibrate.
- Examples:
- jump /dʒʌmp/
- juice /dʒuːs/
- jungle /ˈdʒʌŋɡəl/
Embedded questions are questions that are included within a statement or another question. They are indirect and polite compared to direct questions, and their structure changes slightly from that of a normal question. When forming an embedded question, the word order follows the structure of a statement, not a question, and the auxiliary verb (do/does/did) is not used.
Here’s a breakdown:
1. Embedded Questions in Statements
When an embedded question is part of a statement, the subject comes before the verb, following the structure of a declarative sentence.
- Direct question: Where is the nearest café?
- Embedded question: I wonder where the nearest café is.
(The verb "is" comes after the subject "the nearest café.")
Other examples:
- Direct question: Why did she leave early?
- Embedded question: I don’t know why she left early.
(No "did" is used, and the sentence follows a normal statement word order.)
2. Embedded Questions in Other Questions
When the embedded question is part of a larger question, the same rules apply: the word order in the embedded part remains like a statement.
- Direct question: What time does the meeting start?
- Embedded question: Can you tell me what time the meeting starts?
(No "does" is used in the embedded part.)
Other examples:
- Direct question: Who is coming to the party?
- Embedded question: Do you know who is coming to the party?
(Subject "who" comes before the verb "is," maintaining statement structure.)
3. Embedded Yes/No Questions
For yes/no questions, the embedded question uses if or whether to introduce the question.
Direct question: Is she coming to the event?
Embedded question: I’m not sure if she is coming to the event.
(The word "if" introduces the embedded part.)Direct question: Did they finish the project?
Embedded question: Do you know whether they finished the project?
("Whether" can also be used instead of "if.")
Key Points to Remember:
- Word order: In an embedded question, the word order is that of a statement, not a question.
- No auxiliary verbs (do/does/did) are used in embedded questions.
- Use “if” or “whether” for yes/no questions.
Examples of Embedded Questions in Everyday Use:
Direct question: What does she do for a living?
Embedded question: Can you tell me what she does for a living?Direct question: Why was the project delayed?
Embedded question: Do you know why the project was delayed?Direct question: Has the train arrived?
Embedded question: Could you tell me if the train has arrived?
Politeness Aspect:
Embedded questions are often used to sound more polite and less direct, especially when asking for information.
- Direct: What time is it?
Polite (Embedded): Could you tell me what time it is?
Using embedded questions helps make conversation smoother and more respectful, especially in formal or professional contexts.
1. When are the two friends going on a trip? a) in November b) in March. c) in Alaska d) In the summer 2. Is it more expensive to go to Cuba or Alaska? a) Alaska. b) Cuba c) They're the same price d) It's cheaper to go to Alaska 3. When will the two friends go to Alaska? a) in March b) next summer c) when they have a bigger budget. d) when they return from Cuba
| at a glance | I could see at a glance that something was wrong. |
| at hand | We have no solutions at hand. |
| at last | You’re here at last! |
| at least | The disease killed at least two million people. |
| at once | They started singing at once. |
| at random | The candidates are selected at random. |
| at risk | The whole area is at risk of flooding. |
| at times | The children are at times aggressive and cruel. |
| at all times | You should keep an eye on your children at all times. |
| at any time | We can meet at any time you like. |
| at worst | At worst, you’ll go to prison. |
| in advance | Let me know in advance. |
| in all | There were sixty of them in all. |
| in charge | Who’s in charge here? I’m the boss. |
| in common | Have we got anything in common? |
| in a hurry | She was in such a hurry that she forgot to take her passport. |
| in the long run | The machine will save energy in the long run. |
| in trouble | Have you ever helped anyone in trouble? |
| in vain | I tried to get in touch with him but in vain. |
PHRASES WITH ON
| on average | How much do teachers earn in your country on average? |
| onboard | We met onboard an ocean liner. |
| on business | She’s gone to Barcelona on business. |
| on good terms | We’re on good terms in spite of the divorce. |
| on offer | We have lots of goods on offer at present |
| on purpose | Mum, she did it on purpose! |
| on second thoughts | On second thoughts, I’d like to come. |
| by accident | We met by accident. |
| by heart | We had to learn the poem by heart. |
| by no means | This is not, by no means, the end of the matter. |
| for a change | We went to the seaside – just for a change. |
| for real | Our friendship is not virtual – it’s for real. |
| out of breath | I was out of breath after running from the city center to the station. |
| out of order | The lift was out of order, so we had to use the stairs. |
| out of tune | She was singing out of tune. |
1. Be a Team: Work Together
Remember that you are on a team and that means you work together. Read each others’ speeches, practice in front of one another, and make sure your arguments work together and follow a cohesive line of thought.
2. Write Individual Speeches
Before you come together, break off individually and have each person brainstorm on their own. This will help to bring together a larger assortment of arguments, and will help your team identify which arguments are the main ones and should be presented as such.
3. Analyze the Evidence
You will win the debate by being able to prove that you have the most sound evidence. Triple check the evidence you have to make sure it is accurate and can be proven. Find multiple sources to back your claim.
4. Arguments for Both Sides
Be prepared by having arguments ready in favor of the other side’s argument. In doing this, you are preparing for what the other team will say and can potentially foresee comments from them as well as flaws in their arguments.
5. Prepare Your Speeches
Preparing your speech is an important part of the process. Write it first by yourself, then have your teammates look over your evidence and arguments. Try to discuss your speech frequently with your team so that you are all on the same page about what may happen during the debate.
6. Be Confident
The more prepared you are, the more confident you will become! Every second you spend preparing puts you that much ahead of the competition, so know that preparing will bring you confidence. During the debate, even if you are nervous on the inside, you can fake confidence by always referring to the evidence, pausing when necessary, and making eye contact.
- Alcohol should be illegal.
- Studying grammar is more important than practising conversation skills.
- Television is the leading cause of violence in today's society.
- Females are better students than males.
- Everyone should plan their own funeral.
- Reading English is more difficult than writing English.
- High school students should wear uniforms.
- The government should pay for post secondary education.
Debating is an extremely useful skill to have. Being a good debater can bring many benefits such as job success, leadership opportunities, as well as good grades in school. If you’re wondering how to debate successfully, we’ve got all the tips you need.
What is Debating
A debate is a structured contest where you try to win by creating the most convincing argument. Debates are oftentimes formal but can occur in informal settings as well.
Debate Structure
In a debate, there is usually a statement given, and participants must either choose the affirmative side or the negative side. Debate participants are given some time to prepare and then have the opportunity to speak for a set amount of time. The speakers switch turns between affirmative and negative sides, and finally a judge makes a decision on which side made the most convincing arguments and won the debate.
Conclusion
Wish / If only
Use:
Wish and If only can be used:
a) To wish for an ability now or in the future.
I wish I could play the guitar!
If only I could dance like that!
I wish I could go to your wedding next week, but I can’t.
If only I could see my grandmother more often, but I can’t.
I wish I had long hair!
If only I were taller!
I wish I was lying on the beach right now!
If only I was lying on the beach right now!
I wish you wouldn’t shout so loudly.
If only he wouldn’t shout so loudly.
I wish I had studied for my exam!
If only I hadn’t argued with him!
Form:
- To wish for an ability now or in the future.
I wish that I could sing.
If only I could come to Australia too!
- To wish that something could be true at the moment.
I wish I had a pony.
I wish I was rich.
When using the verb ‘be’, you can use ‘were’ for all persons.
I wish I were rich.
If only I were rich.
- To wish that something was happening at the moment.
I wish that this traffic was moving.
If only this traffic was/were moving!
- To wish that something kept happening again and again, or to wish it could stop happening.
I wish (that) / If only + subject + would + infinitive
I wish you would tidy up more often.
I wish he would stop shouting.
I wish (that) / If only + subject + wouldn’t keep + verb-ing
I wish you wouldn’t keep hitting me.
- To wish that something in the past had happened in a different way.
I wish I had studied for my exam!
If only I hadn’t argued with him!
https://www.flo-joe.co.uk/fce/students/
What is the deepest point in the world's oceans, and how deep is it?
Which animal has the longest lifespan, and how many years can it live?
What is the smallest country in the world by land area?
What is the only mammal capable of true flight?
How many countries are there today, and which is the newest one?
What is the tallest building in the world, and where is it located?
Which desert is the largest in the world, and what makes it unique?
What natural phenomenon is responsible for the Northern Lights?
What is the hottest recorded temperature on Earth, and where did it occur?
Which country consumes the most chocolate per capita?
What is the largest living organism on Earth, and where can it be found?
Which river is the longest in the world, and how long is it?
What is the oldest continuously inhabited city in the world?
What is the most spoken language in the world by native speakers?
How does Mount Everest's height compare to other mountains, and why does it continue to grow?
What is the largest desert in the world, and why is it often mistaken for a different type of landscape?
How do animals like the Arctic fox and the camel adapt to extreme environments, and what unique features help them survive?
What is the deepest part of the ocean, and what kinds of creatures live in such extreme depths?
Which human-made structure is visible from space, and what misconceptions exist about this fact?
What is the longest river in the world, and how does it compare to other major rivers in terms of size and importance?
How do the Northern and Southern Hemispheres experience seasons differently, and what causes these variations?
What are some of the oldest living organisms on Earth, and how have they survived for thousands of years?
What is the tallest mountain on each continent, and how do climbers prepare to ascend such challenging peaks?
What are some surprising facts about human anatomy that many people might not know, like the number of bones in a newborn versus an adult?
What is the origin of the most commonly spoken languages in the world, and how did they spread across different continents?
