AS YOU KNOW I GAVE YOU A HANDOUT LAST WEDNESDAY WITH CONVERSATION GAMBITS TO USE WHEN ASKING FOR OR GIVING ADVICE. SO WHY DON´T YOU SHARE WITH US ONE OF YOUR PROBLEMS SO THAT WE´LL BE ABLE TO USE THEM IN CLASS TO GIVE ADVICE?
GO TO PADLET (BY CLICKING ON THE WALL BELOW)
- Click on the BOARD below,
- A box will pop-up,
- Please add your name.
- Start typing your contribution. (WRITE ABOUT A PROBLEM YOU HAVE: IT CAN BE IMAGINARY OR REAL)
- You can add an image or a link to a video or sound clip to accompany your PROBLEM.
LOOK AT THE PHOTOS. WHERE WERE THEY TAKEN?
DO YOU HAVE ANY PHOTOS OF YOURSELF IN FRONT OF A FAMOUS MONUMENT?
DO THE VOCABULARY BANK ON PHOTOGRAPHY (page 155)
MAKE SURE YOU BRING ONE OF THESE PHOTOS ON YOUR MOBILE FOR OUR NEXT CLASS ON MONDAY. (IT´S A SPEAKING TASK, NOT WRITTEN)
REMEMBER THAT YOU CAN USE THE POST I PUBLISHED IN OCTOBER ABOUT IT: DESCRIBING A PICTURE
FOR THOSE WHO DIDN´T SIGN UP FOR THE ORAL PRESENTATION THIS WEEK AND ARE STILL INTERESTED
WHY DON´T YOU RECORD YOURSELF ON VIDEO TOGETHER WITH YOUR PRESENTATION?
This tool allows you to upload your PowerPoint /Prezi or Google presentation and then record yourself doing the presentation and even include your webcam. Then anyone can access it on the internet and watch and listen to you presenting. Great for your students to get them practising their presentations and great for language teachers as you can get your students to make presentations and practise their language. Of course, it´s not the same as talking in front of an audience but it might be pretty similar….. you are video recorded looking at your computer screen…NOT READING….
THIS IS AN EXAMPLE MADE BY A TEACHER
THIS IS ME USING SCREEN-O-CAST:
WHY DON´T YOU HAVE A GO AT IT?
HAVE YOU EVER HEARD OF THE “MOSQUITO TONE“?
WHAT´S IT ALL ABOUT? WATCH THIS VIDEO
WOULD YOU LIKE TO FEEL LIKE A FAMOUS TV STAR?
This little tool is a cueprompter. My students need to give a speech and I find this little tool can help them a lot monitor the time it takes them to give their speech as it has adjustable speed features.
How to use it
♥Copy/paste the text into the prompter text window
♥You can set screen size, font size and colour
♥Start the prompter and adjust the speed
♥ Use the Space Bar to stop/start the cueprompter
IT´S AS IF YOU WERE WORKING ON TV AS A NEWSREADER!! BUT REMEMBER THAT THIS IS JUST FOR REHEARSING AT HOME: YOU CAN´T USE IT DURING YOUR ORAL PRESENTATION IN CLASS.
THIS POST IS FROM CRISTINA CABAL´S BLOG. THANKS FOR SHARING YOUR GREAT IDEAS!!
- HAVE A CAREFUL LOOK AT THE PICTURE & DISCUSS THE DIFFERENCES THEY CAN SEE & THE DIFFERENCES THEY CAN GUESS EXIST BETWEEN THE FAMILY SHOWN IN THE PHOTO AND THEIR OWN FAMILY. (TRY TO USE USED TO, WOULD, PAST SIMPLE….)
- WATCH THIS VIDEO ADVERT. IT´S CALLED “GRANDPA” AND IT TRIES TO SHOW THAT THE LIFESTYLE ENJOYED BY OUR GRANDPARENTS CAN BE BENEFICIAL.
- WATCH THE VIDEO TWICE & WRITE DOWN ANY DIFFERENCES THEY CAN SEE BETWEEN THE MAN TODAY AND HIS GRANDFATHER: healthy eating, stress,working conditions, means of transport, relationships, habits …….
(THANKS TO CRISTINA CABAL FOR THIS WONDERFUL IDEA)
Let’s face it, when you were younger you weren’t glued to your mobile or Ipad, addicted to 24-hour children’s TV channels or creating online social media profiles to have fun.
Of course you weren’t – you used to be outside, in the street, playing classic games that you’d love your children to play now.
CAN YOU REMEMBER ANY OF THOSE GAMES? WHICH GAMES WOULD YOU PLAY WHEN YOU WERE YOUNGER?
IF YOU HAPPEN TO FIND OUT OTHER UNUSUAL WORDS FOR STREET GAMES, PLEASE SHARE THIS INFORMATION WITH US!!
As you know, the “-ed” endings of regular past tense verbs can be pronounced in three different ways: /t/, /d/ and /ɪd/, which is the one most students tend to overuse. Have a look here here for an overview of the rules.
WATCH THIS VIDEO TO LISTEN TO SOME EXAMPLES:
Over the years, I have found that /t/ and /d/ are easier to notice and to produce if the verb comes immediately before a word beginning with a vowel sound:
liked it – /laɪktɪt/
dreamed of – /driːmdəv/
The video is suitable for late A2, B1 and B2 students, who will have learned the basic -ED rules, but may still struggle to produce the sounds accurately. The on-screen activities are all self-explanatory.
You will notice that the activities do not test whether students can choose between /t/ and /d/. The difference is barely audible in fast connected speech, and it rarely causes misunderstandings. Also, since most students tend to overuse /ɪd/ and avoid /t/ or /d/, the song excerpts focus on the latter, rather than the former.
THANKS TO: http://www.luizotaviobarros.com/2016/10/pronunciation-ed-endings.html
TRY THIS -ED ENDING GAME I MADE FOR MY A2 STUDENTS:
“AS A CHILD I USED TO BE VERY SHY AND PRETTY WELL-BEHAVED AT SCHOOL. HOWEVER, I REMEMBER PLAYING PRANKS AT HOME…. FOR EXAMPLE, I REMEMBER ONCE CUTTING OUR CAT´S WHISKERS…..SHE WENT ABSOLUTELY MAD!!!!! I USED TO SPEND HOURS READING BECAUSE MY DAD, WHO USED TO BE AWAY FOR LONG PERIODS OF TIME, TAUGHT ME HOW TO READ WHEN I WAS 5, ……..AS YOU CAN SEE IN THE PHOTO ABOVE.
WHEN I WAS A KID I USED TO HAVE LONG HAIR AND I WOULD “PLAY ELASTICS“. HAVE YOU EVER HEARD OF IT? I REALLY LOVED IT AND WAS QUITE GOOD AT IT. THIS IS THE SOUNDTRACK OF MY CHILDHOOD…… JUST FOR A LAUGH”
WHAT KIND OF CHILD WERE YOU……?
WHAT DID YOU USE TO DO?
THIS SONG IS CALLED ” SOMEBODY THAT I USED TO KNOW” IS IT POSSIBLE TO SAY “WOULD” IN THIS CONTEXT?
WHAT´S THE DIFFERENCE BETWEEN THESE TWO FORMS WHEN TALKING ABOUT PAST HABITS?