ACTIVITIES - March 21st - Unit 4
Speaking activity
- What did you find most helpful about the activities we did in the online sessions?
- How confident do you feel in using the English vocabulary and phrases covered in the sessions?
- Were there any topics or grammar points discussed during the sessions that you found particularly challenging? Which ones? Why?
- Did you feel comfortable participating in the speaking exercises and conversations during the sessions? Why or why not?
- Were there any specific listening activities or exercises that you found beneficial for improving your listening skills? Which ones? Why?
- How did you find the pace of the session? Was it too fast, too slow, or just right for your level?
- Did you find the materials used in the session (such as videos, audio clips, or written texts) helpful for your learning? Which ones? Why?
- Were there any interactive activities or games in the session that you particularly enjoyed? Which ones? Why?
- Did you encounter any technical difficulties or issues during the online session that affected your learning experience?
- Did you feel that the sessions met the learning objectives or goals that were set at the beginning of the course?
- How did the sessions contribute to your overall understanding of English language?
- Were there any areas of improvement or suggestions you have for future online sessions at this level?
Enlace de inscripción al ciclo regular de abril
https://forms.office.com/r/G5QHgSeJ4N
Enlace de la evaluación de los cursos
https://ncv.microsoft.com/c0WyifioQU
Final test:
Open interactiva and start your test
ACTIVITIES - March 19th - Unit 4
- How long have you been studying English to improve your communication skills?
- What strategies have you been using to enhance your vocabulary?
- How often do you practice listening to English podcasts to improve your listening comprehension?
- What techniques have you been employing for memorizing new English words?
- How much time do you allocate for practicing English speaking every day?
- What resources have you been using for practicing English writing regularly?
- Have you been participating in English language exchange programs to practice speaking with native speakers?
- How many grammar exercises have you been completing to strengthen your grammar skills?
- How frequently do you review English grammar rules to reinforce your understanding?
- What methods have you been employing for expanding your English reading skills?
- How many English articles have you been reading to improve your reading fluency?
- What measures have you been taking to be consistent in your English learning routine?
- Have you been setting specific goals for tracking your progress in English learning?
- How much effort have you been putting into learning English pronunciation?
- What steps have you been taking to integrate English learning into your daily routine effectively?
- How often do you engage in English language immersion activities to enhance your language skills?
- What motivates you to keep studying English to achieve your language goals?
- How many hours have you been dedicating to English study per week?
- What habits have you been cultivating to maintain discipline in your English learning journey?
- What achievements have you been celebrating for staying motivated in your English language studies?
TOO AND ENOUGH
The adverb “too” express “more than required”.
I’m going anywhere. I’m too tired.
You’ve packed too many things.
Determiner “enough” express “as much as we need or want”.
He’s old enough to understand that money doesn’t grow on trees.
“Too” cannot stand before an expression adjective + noun in singular without adding a preposition before a noun:
This shirt is too small for me.
This is too small a shirt for me.
TOO | |
too + adjective | It’s too hot outside |
too many/ few + countable noun (plural) | There are too many girls in this class. |
too much + uncountable noun | You’ve put too much salt into this soup! |
too + adjectives + infinitive | I was too sleepy to watch TV. |
ENOUGH | |
adjective/ adverb+enough | Is it warm enough to walk? |
enough + countable noun(plural) | Do you have enough chairs for everyone? |
enough + uncountable noun | Do you have enough room in the car for six kids and a dog? |
adjective + enough + infinitive | Is she strong enough to lift this box? |
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/ |
ACTIVITIES SESSION 10 - March 14th - Unit 3
Let´s learn how to improve our listening skills.
ACTIVITIES SESSION 08 - March 07th - Unit 3
Word Game (10 - 15 minutes)
QUANTIFIERS (30 - 40 minutes)
A quantifier is a word or phrase which is used before a noun to indicate the amount or quantity.
Examples:
There are some books on the desk
He's got only a few dollars.
How much money have you got?
There is a large quantity of fish in this river.
He's got more friends than his sister.
With Countable Nouns
many
a few/few/very few **
a number (of)
several
a large number of
a great number of
a majority of
With Uncountable Nouns
much
a little/little/very little *
a bit (of)
a great deal of
a large amount of
a large quantity of
With Both
all
enough
more/most
less/least
no/none
not any
some
any
a lot of
lots of
plenty of
* NOTE
little, very little means that there is not enough of something.
a little means that there is not a lot of something, but there is enough.
** NOTE
few, very few mean that there is not enough of something.
a few means that there is not a lot of something, but there is enough.
Both, either, and neither
and how to use them
Information retrieved from: https://linguapress.com/grammar/points/both-either-neither.htm#:~:text=Definition%3A,people%2C%20objects%2C%20abstractions). For educational purposes only
In their most common uses, both, either and neither are binary connectors or determiners; in other words, they are used to associate or to link, either in the affirmative or in the negative, two entities (people, objects, abstractions).
Both, either and neither – and in particular both – have different functions. According to context (and to the grammar book you consult), they can be considered as quantifiers, adjectives, pronouns, correlating coordinators or adverbs. Their usage is actually fairly straightforward: so before looking at the different uses of these words, let's correct some of the mistakes that students often make.
1. Incorrect use of both, either and neither
The mistakes you should not make....
RULE 1.
NEVER put an article or another determiner directly BEFORE both, either or neither
Examples :
1. WRONG. The both candidates made some good points
RIGHT : Both the candidates made some good points
2. WRONG. I want the both of you to help me with this.
RIGHT : I want both of you to help me with this.
3. WRONG. My both parents are going out tonight .
RIGHT : Both my parents are going out tonight
4. WRONG. I don't like the either of these shirts
RIGHT : I don't like either of these shirts.
5. WRONG. The neither secretaries knew where the boss had gone.
RIGHT : Neither of the secretaries knew where the boss had gone.
RULE 2
ALWAYS put an article or other determiner directly AFTER both of, either of and neither of if they are followed by a noun
YOU MAY put an article or other determiner directly after both, either, or neither (without of) if they are followed by a noun
Examples :
1. WRONG. Both of candidates made some good points
RIGHT : Both of the candidates made some good points
and RIGHT : Both candidates made some good points
2. WRONG. I want both of technicians to help me with this.
RIGHT : I want both of the technicians to help me with this.
and RIGHT : I want both technicians to help me with this.
3. WRONG. Both of brothers live in London .
RIGHT : Both of my brothers live in London.
and RIGHT : Both my brothers live in London.
4. WRONG. I don't like either of shirts
RIGHT : I don't like either of these shirts.
and RIGHT : I don't like either shirt.
5. WRONG. Neither of secretaries knew where the boss had gone.
RIGHT : Neither of the secretaries knew where the boss had gone.
and RIGHT : Neither secretary knew where the boss had gone.
If you master these two simple rules, you will avoid most of the mistakes commonly made by students.
2. Correct use of both, either and neither
The word both is used to associate two entities in an affirmative context. As a quantifier, it has the meaning of "two".
There are six essential structures :
A. Examples 1 to 3 Both can be used as a primary determiner directly before a noun, but not before a pronoun.
B. Examples 4 to 11 Both or both of can be used as a secondary determiner before another determiner notably before an article or a possessive, or (in the case of both of) before a pronoun.
C. Examples 12 to 16. Both can be used as a secondary determiner placed after a noun or a pronoun. In the case of nouns, this structure is only used with the subject of a sentence; in the case of pronouns, it is used with subject pronouns and object pronouns.
D. Examples 17 to 20 Both can be used as a pronoun.
E. Both... and are used as correlating coordinators. See below.
Examples :
1. I support both teams, but I prefer Manchester United.
2. Both answers are right.
3. Both machines are in good working order
_____
4. I support both the teams, but I prefer Manchester United
5. I support both of the teams, but I prefer Manchester United
6. Both my parents are still working.
7. Both of my parents are still working.
8. Both these machines are in good working order.
9. Both of these machines are in good working order.
10. Both of us very much like playing football. (But not: Both us.....)
11. I like these two blouses, and I want to buy both of them !
______
12. The teams both played very well
13. They both played very well, but we both played very badly.
14. Which one do you like ? I like them both.
15. We want to wish you both good luck
16. He told us both to go home at once.
______
17. My son and daughter are in high school now, and both are doing very well.
18. Which do you like? I like both.
19. You can have one of the other, but you can't have both.
20. I like these cakes; both are very tasty.
(Remember that we do not say the both)
Note: Both of + pronoun.
(Examples 10 and 11 above)
When Both of is followed by a pronoun, the pronoun is ALWAYS in the object form.
So we can't say: Both of we nor Both of they
We have to say: Both of us or Both of them
Even if this is part of the subject of a sentence.
Both ... and as correlating coordinators
We use both (+noun or pronoun) followed by and (+noun or pronoun) to add extra emphasis to the relation between a pair of entities in an affirmative context.
Examples :
1. Both Peter and Jim were at Oxford University in the 1990s.
2. Both you and your father have been very helpful.
3. I want to see both the Picasso exhibition and the Historical Museum.
Used alone (i.e. when not followed by or or by nor) either and neither are used in the same way as both, with the following differences :
· Either and neither are never directly followed by an article or a determiner or a pronoun
· Either is a singular determiner or pronoun
· Either is sometimes used as an adverb standing at the end of a clause (example 16 below).
· Neither is normally used as a singular, but sometimes as a plural (example 6 below).
Neither has a negative value, so it is not necessary to put the verb in the negative as well.
Examples :
1. I support either team, but I prefer Manchester United.
2. I support neither of the teams, but I prefer Manchester United.
3. I support neither team, but I prefer Manchester United.
4. I don't support either of the teams, but I prefer Manchester United.
but not.....
I support either of teams nor I support neither of teams
5. Either answer can be justified
6. Neither of my parents is still working / are still working.
7. Either of these machines will do the job.
8. I don't want either of these machines.
9. I want neither of these machines.
10. Either of us will be happy to help you.
11. Neither of them could come to the meeting
but not.....
Neither of them couldn't come .... (That would be a double negative)
12. They didn't tell either of us what they were doing.
but not.....
They didn't tell neither of us .... (That would be a double negative)
13. My son and daughter are in high school now, but neither are doing very well.
14. Which do you like? I don't like either
15. Which do you like? I don't like either of them.
16. He doesn't drink coffee, but he doesn't drink tea either.
Footnote:
When used as correlating conjunctions, either and neither are often followed by a determiner, as in:
Neither the Queen nor the President was smiling for the cameras.
(20 - 25 minutes)
(20 - 25 minutes)
Reading Comprehension Activity
Directions:
Each GMAT (Graduate Management Admission Test) sample reading comprehension passage in this section is followed by questions based on the content of the reading passage. Read the passage carefully and choose the best answer to each question. The questions are to be answered based on what is stated or implied in the passage.
PASSAGE # 1
1) But man is not destined to vanish. He can be killed, but he cannot be destroyed, because his soul is deathless and his spirit is irrepressible. Therefore, though the situation seems dark in the context of the confrontation between the superpowers, the silver lining is provided by the amazing phenomenon that the very nations that have spent incalculable resources and energy for the production of deadly weapons are desperately trying to find out how they might never be used. They threaten each other, intimidate each other, and go to the brink, but before the total hour arrives they withdraw from the brink.
- The main point from the author’s view is that
- Man’s soul and spirit can not be destroyed by superpowers.
- Man’s destiny is not fully clear or visible.
- Man’s soul and spirit are immortal.
- Man’s safety is assured by the delicate balance of power in terms of nuclear weapons.
- Human society will survive despite the serious threat of total annihilation.
- The phrase ‘Go to the brink’ in the passage means
- Retreating from extreme danger.
- Declare war on each other.
- Advancing to the stage of war but not engaging in it.
- Negotiate for peace.
- Commit suicide.
- In the author’s opinion
- Huge stockpiles of destructive weapons have so far saved mankind from a catastrophe.
- Superpowers have at last realized the need to abandon the production of lethal weapons.
- Mankind is heading towards complete destruction.
- Nations in possession of huge stockpiles of lethal weapons are trying hard to avoid actual conflict.
- There is a silver lining to the production of deadly weapons.
- ‘Irrepressible’ in the second line means
- incompatible
- strong
- oppressive
- unrestrainable
- unspirited
- A suitable title for the above passage is
- Destruction of mankind is inevitable.
- Man’s desire to survive inhibits the use of deadly weapons.
- The mounting cost of modern weapons.
- Threats and intimidation between superpowers.
- Cowardly retreat by a man
(20 - 25 minutes)
Conversation practice in the chat rooms
ACTIVITIES SESSION 07 - March 05th - Unit 2
Pronunciation activity (20 - 25 minutes)
Phonetics
https://tfcs.baruch.cuny.edu/consonants-vowels/
CONDITIONALS (30 minutes)
How to use conditionals:
zero, first, second.
If clause + Result clause: Making conditional sentences is an everyday part of your native language, and introducing them to your English conversation can really improve your level of communication. There are four conditionals in total
What is a Conditional Sentence? A conditional sentence is based on the word ‘if’. There are always two parts to a conditional sentence – one part beginning with ‘if’ to describe a possible situation, and the second part which describes the consequence. For example:
We’ll get wet if it rains / If it rains, we’ll get wet.
We can also invert the two parts of a conditional sentence so that the ‘if’ part comes second, and this is especially common in questions. For example:
What will you do if you miss the train?
How can you finish the project if you don’t have a computer?
What happens if the students don’t pass an exam?
There are four types of conditional sentences: Let´s learn 2 of them:
1 – The first conditional
0 – The zero conditional
2 – The second conditional
Look at each conditional to see how we use them.
The Zero Conditional
We use the zero conditional to talk about permanent truths,
such as scientific facts, and general habits.
Here are some examples:
If you heat water to 100°, it boils.
If it doesn’t rain for a long time, the earth gets very dry.
The First Conditional
We use the first conditional to talk about a realistic situation in the present or future.
Here are some examples:
If you’re free later, we can go for a walk.
If they’re hungry, I’ll make some sandwiches.
If he studies hard, he’ll do well in the exam.
He’ll call if he needs help.
if you’re tired, take a break
Another way to make first conditional sentences is to use ‘unless’ which means
‘only if’ or ‘except’. As with ‘if’, the word ‘unless’ can never be followed by ‘will’
but only by the present simple. For example:
Unless you hurry up, you won’t catch the bus.
I’ll carry on doing this work unless my boss tells me to do something else.
We’ll stay at home unless the weather improves.
The Second Conditional
We use the second conditional to talk about improbable or impossible situations
in the present or future.
For example:
If I had more time, I’d exercise more. (But I don’t have more time so I don’t.)
If I were rich, I’d spend all my time traveling. (But I’m not rich so I can’t.)
If she saw a snake, she’d be terrified.
If he didn’t have to work late, he could go out with his girlfriend.
What would you do if you were offered a job in Canada?
You wouldn’t have to walk everywhere if you bought a bike.
A common expression used to give advice has the second conditional structure.
The expression is ‘If I were you, I’d..’, meaning ‘in your situation, this is what
I would do’. For example:
A: I’ve got a headache.
B: If I were you, I’d take an aspirin.
A: I don’t understand this.
B: If I were you, I’d ask your teacher for help.
A: This order won’t be delivered on time.
B: If I were you, I’d phone the customer to let them know.
Let´s write together the transcription of the video
Speaking Activity -
- Zero
Conditional (Present Simple + Present Simple):
- If
you have a headache, what do you usually do?
- If
your phone battery dies, what happens?
- If
someone breaks the law, what do the police do?
- First
Conditional (Present Simple + Future Simple):
- If
you take medicine when you're sick, what will happen?
- If
you download a new app, what will you do next?
- If
you study law, what will you become?
- Second
Conditional (Past Simple + Would + Base Verb):
- If
you got a fever, what would you do?
- If
you had a robot, what tasks would it help you with?
- If
you witnessed a crime, what would you do?
ACTIVITIES SESSION 06 - February 29th - Unit 2
Pronunciation activity (20 - 25 minutes)
Phonetics
https://tfcs.baruch.cuny.edu/consonants-vowels/
bat but
batter butter
cap cup
bad bud
began begun
drank drunk
fan fun
hat hut
ran run
sang sung
swam swum
ankle uncle
back buck
badge budge
bag bug
ban bun
bank bunk
banker bunker
brash brush
cam come
crash crush
dabble double
dad dud
ham hum
hang hung
mad mud
massed must
pan pun
rang rung
rash rush
sack suck
sax sucks
stand stunned
track truck
bang bung
cab cub
cram crumb
dam dumb
damp dump
dram drum
fanned fund
flash flush
gnat nut
hag hug
paddle puddle
pack puck
pat putt
rag rug
sand sunned
sank sunk
scam scum
slam slum
slang slung
stack stuck
stank stunk
tang tongue
tag tug
tramps trumps
wan won
blabber blubber
champ chump
dab dub
dank dunk
flank flunk
flax flux
gash gush
glam glum
grab grub
hanker hunker
hash hush
hatch hutch
jag jug
lag lug
mat mutt
pap pup
patter putter
rabble rubble
ram rum
sally sully
sap sup
sapper supper
scram scrum
shacks shucks
slag slug
slash slush
slat slut
stab stub
tab tub
tack tuck
tat tut
thrash thrush
Open your Personal link and take notes: (20 - 30 minutes)
Dictation
Modals (30 - 40 minutes)
What have you learned about modals?
Join: https://quizizz.com/join and paste this code: 835740
Speaking Practice (20-25 minutes) Second Chance to do it!
ACTIVITIES SESSION 05 - February 27th - Unit 2
Vocabulary (15 minutes)
Healthy Expressions (05 minutes)
Tongue twister. (10 minutes)
Interesting links:
Formal Letter/Email: Structure (20 minutes)
1. Salutation: [Dear… ] If you don’t know the name of the person you are writing to, use “Dear Sir or Madam,” whereas if know the person’s name you write “Dear Mr Smith” or “Dear Ms Smith”. Use the title “Ms” if you don’t know if the woman is married or unmarried.
2. The first paragraph (opening): Say why you are writing. Clearly state the subject or context. Here, you state your reasons for writing the letter and, if needed, what you are responding to. This should not be more than a couple of lines.
Useful phrases for the opening:
I am writing to share my concerns about a specific pain I've been experiencing and to seek your expertise on the matter.
I would like to apply for one of the scholarships I saw advertised in your prospectus… (applying for a scholarship)
I am looking for outdoor work during the summer holidays and I would like to apply for the position of hotel lifeguard assistant which I saw advertised in my university’s student newspaper…. (applying for a job)
I am experiencing discomfort and I believe it's important to consult with you to address the underlying cause.
I am writing to seek your professional advice regarding a concerning pain I have been experiencing
3. The next paragraphs (main content): Give the details about why you are writing. Organize all the essential information clearly and logically. Use linking structures to make your letter flow.
In the next paragraphs, you give more details about why you are writing. Give relevant information, but don’t expand too much. Use linking structures to make your letter flow.” Moreover”, “Furthermore”, and “In addition” are all good examples of words that can be used to link sentences together.
You should always be polite and respectful, even if you complain. A useful way to achieve it, especially in formal letters, is to use ‘modal verbs’, i.e., would, could, or should.
4. The last paragraph: Say how you expect the other person to respond to your letter if this is appropriate. It consists of telling the person what you would like them to do as a result of the letter, whilst also thanking them for their time. – “Thank you for your time. I hope to hear from you at your earliest convenience”
5. Closing and signing off: Finish your letter with an appropriate comment. Don’t just stop abruptly. Yours ……….
When signing off, look at how you started as a guide. If you don’t know the name of a person you can sign off with “Yours faithfully,” and if you do know the name of the person you should use “Yours sincerely,”. Your full name a surname should then be written under this.
It’s very important to write simple, clear, and logical informal letters. Contractions should not be used (“I am” not “I’m”). Therefore, keep your letter short, direct, and to the point
Write a Formal letter (choose a topic) in your Personal link (20 minutes)
These topics provide a range of formal communication opportunities for professionals in engineering, law, and medicine to address various professional needs and concerns:
- Request
for Professional Advice:
- Engineers:
Seeking guidance on technical specifications or project planning.
- Lawyers:
Requesting legal counsel on a specific matter or seeking advice on a
legal document.
- Doctors:
Seeking medical advice or a second opinion on a health concern or
treatment plan.
- Formal
Notification or Announcement:
- Engineers:
Notifying clients or stakeholders about project milestones, delays, or
changes in plans.
- Lawyers:
Sending formal notices to clients or parties involved in legal
proceedings.
- Doctors:
Announcing changes in clinic hours, procedures, or services to patients.
- Invitation
to Professional Event or Seminar:
- Engineers:
Inviting colleagues to a conference, workshop, or training session on new
technologies or industry developments.
- Lawyers:
Extending invitations to legal seminars, networking events, or continuing
education courses.
- Doctors:
Inviting fellow healthcare professionals to a medical conference,
seminar, or webinar on a specific medical topic.
- Formal
Complaint or Dispute Resolution:
- Engineers:
Addressing issues of project mismanagement, quality control, or
contractual disputes with clients or contractors.
- Lawyers:
Sending a formal complaint letter to address grievances or disputes on
behalf of a client.
- Doctors:
Addressing concerns about medical malpractice, billing discrepancies, or
patient care issues with hospital administration or medical boards.
- Professional
Collaboration or Partnership Proposal:
- Engineers:
Proposing a collaboration with another engineering firm on a joint
project or research initiative.
- Lawyers: Suggesting a partnership or collaboration with another law firm to expand services or expertise.
- Doctors: Proposing a partnership with a healthcare institution or research organization to conduct clinical trials or implement new medical practices.
Let´s practice listening! (30 minutes)
How to Avoid Health Problems.
Speaking Practice (20 minutes)
ACTIVITIES SESSION 04 - February 22nd
Tongue twister. (10 minutes)
Test Your Awareness : Whodunnit?
Writing activity: Write using your personal link. (40 minutes)
• Brainstorm and list down three memorable
experiences or adventures you have had in your lives. These could be real
experiences or imaginary ones.
• Writing Task (20 minutes): Choose one of the
adventures from their list and write a short paragraph describing it using the
present perfect tense. Remind to include details such as who you were with,
what you did, and how you felt. For example:
"I have climbed
a big mountain with my friends. We have seen beautiful views from the top. It
has been an amazing experience!"
• Feedback and Discussion (10 minutes): ask questions and provide feedback on each other's
adventures … by asking questions like:
"What was the
most exciting part of your adventure?"
"Would you like
to experience this adventure again in the future?"
Express your
thoughts and feelings about their adventures.
Listening: (40 min)
Open this link and complete the blanks.
Speaking (45 min) - Chat rooms
- Personal
Experiences:
- Have
you ever visited another country? Where did you go?
- Have
you ever tried a food you've never eaten before? What was it like?
- Recent
Activities:
- Have
you seen any good movies or TV shows lately? Which ones?
- Have
you talked to a friend or family member today? What did you talk about?
- Completed
Actions:
- Have
you finished any books or stories recently? Which ones did you enjoy?
- Have
you done any chores or tasks today? What did you do?
- Life
Events:
- Have
you ever celebrated a birthday or special occasion? What did you do?
- Have
you ever met someone famous or important? Who was it?
- Changes
or Achievements:
- Have
you learned any new words or phrases in English recently? Can you share
one?
- Have
you improved in any skill or hobby lately? What have you been practicing?
ACTIVITIES SESSION 03 - February 20TH
Tongue twister. (10 minutes)
Grammar (40 min)
Vocabulary - (10 minutes)
Listening: (40 min)
Word city: (10 minutes)
Speaking (30 min)
CONVERSATION ACTIVITY: CHAT ROOMS
- Have you ever won a case in court?
- Have you studied at a law school?
- Have you written any legal briefs before?
- Have you met with clients today?
- Have you reviewed any contracts recently?
- Have you visited a courthouse this week?
- Have you prepared any legal documents this month?
- Have you attended any legal conferences in the past year?
- Have you worked on any pro bono cases in your career?
- Have you practiced law for many years?
ACTIVITIES SESSION 02 - February 15TH
1. Grammar (40 min)
2. Listening (30 min)
Listening Activity
Review Tongue twisters
Directions: Complete each sentence or question with the present perfect tense.
4. Writing (50 min)
Writing Challenge
Write a short paragraph (5-7 sentences) for two of your life experiences... using the present perfect tense.
Describe what the experiences were, when they happened, and how they have impacted you.
Be sure to include specific details and feelings to make your writing more engaging.
Use a variety of present perfect sentence structures and vocabulary to make your writing more diverse and interesting.
Peer Review:
After you have completed the paragraphs, exchange your writing with a partner.
Read your partner's paragraphs and provide constructive feedback on clarity, coherence, grammar, and vocabulary usage.
Share your writings with the class. This can be done orally or by displaying paragraphs on a shared screen.
Ask questions and provide feedback on each other's writing.
5. Speaking (30 min)
CONVERSATION ACTIVITY: CHAT ROOMS
Do not answer with just yes or no, please elaborate on your answer by providing relevant explanations.
Have you ever traveled to another country?
Have you ever tried sushi?
Have you ever met a famous person?
Have you ever ridden a roller coaster?
Have you ever been scuba diving?
Have you ever climbed a mountain?
Have you ever sung karaoke?
Have you ever cooked a traditional dish from another country?
Have you ever participated in a marathon?
Have you ever seen the northern lights?
Ask your own questions to continue with this speaking task.
ACTIVITIES SESSION 01 - February 13TH
Learning Guide - Time Table
Sugerencias para el curso
1. Generar un cronograma personal con fechas anteriores al límite para que no tengan inconvenientes con la entrega de las actividades ya que no se extenderán los tiempos previstos para ellas. Ellas abren con mínimo 5 días de antelación para que puedan realizarlas con tiempo.
2. Si alguna de las actividades no abre en el tiempo establecido por favor informar del error en plataforma para que pueda ser solucionado a la brevedad.
3. Cualquier inquietud frente al curso (Académica o de manejo de plataforma) por favor revisar las preguntas frecuentes y si no encuentras solución utiliza el foro para postear tus inquietudes.
4. Debemos decidir si realizaremos las actividades sin descanso para salir media hora antes o si nos tomamos un descanso de 15 minutos a las 8:30.
5. Durante las sesiones estaremos realizando actividades variadas que ayudarán en tu crecimiento académico. Serán actividades diferentes a las planteadas en la plataforma. Las encontraremos en el Blog.
6. Las actividades de plataforma se deben realizar en tiempos alternos a los de la sesión sincrónica, salvo que existan dudas e inquietudes que deban resolverse durante las sesiones.
7. Quienes deseen se pueden unir al grupo de WhatsApp para que entre todos nos ayudemos en temas de plataforma y en las dudas académicas. Todos podremos ayudarnos frente a las inquietudes que se nos presenten. Queda establecido que sólo se aceptarán participaciones referentes al curso. Quien incumpla y lo use para envío de mensajes innecesarios será retirado permanentemente del grupo.
English version
Suggestions for the course:
Generate a personal schedule with dates before the deadline to avoid any inconvenience with the submission of activities, as the deadlines will not be extended. Activities will open at least 5 days in advance so that you can complete them on time.
If any of the activities do not open within the established time, please inform the platform error promptly so that it can be resolved as soon as possible.
For any concerns regarding the course (academic or platform-related), please review the frequently asked questions. If you cannot find a solution, use the forum to post your questions.
We need to decide whether to carry out the activities without a break to finish half an hour earlier or to take a 15-minute break at 8:30.
Platform activities should be completed during alternate times to synchronous sessions unless some doubts and concerns need to be addressed during the sessions.
Those who wish to join the Grupo de WhatsApp to help each other with platform issues and academic doubts are welcome. Everyone can assist each other with any concerns that arise. It is established that only participation related to the course will be accepted. Anyone who breaches this rule and uses the group for unnecessary messages will be permanently removed.
Let´s Start
"What are tongue twisters useful for?"
Remember to participate in the forum Unit 0
Create your Personal link - Logbook
No comments:
Post a Comment
Thanks for your comment.
As soon as I read it I will let your comment be visible in the blog.
See you!