La Salle Chiclana English Corner

4ESOB MONDAY 16TH / 4ESOA TUESDAY 17TH - UNIT 6 - PASSIVE SENTENCES REINFORCEMENT

Gooooooood morning! I hope you all are doing well!

Today we are going to continue working on passive sentences.

Copy the following active sentences on your notebook and turn them into passive. If you forgot your notebook don't worry, you can do them on an old notebook or some sheets of paper you have at home.

Be careful because there are some tenses we haven’t worked yet in class. But with the scheme I gave you you can turn them without any problem. Besides, remember there are parts of the sentences (manner, time and place adverbials) which are not affected by passive changes.

(Recordad que para aquellos que os cuesta más, lo más fácil es copiar la frase, analizarla buscando el SUJETO, VERBO Y COMPLEMENTO DIRECTO. Una vez que lo hayáis hecho sólo tenéis que seguir los pasos que tenéis copiados en el cuaderno. AQUELLOS ALUMNOS/AS QUE TIENEN EL EXAMEN ADAPTADO, SÓLO TIENEN QUE HACER LAS ORACIONES 1, 3, 5, 6, 8, 11, 13 y 15. Para los que habéis olvidado el cuaderno en casa, os dejo una foto del pequeño esquema).

Once a week, Tom cleans the house.
Right now, Sarah is writing the letter.
Sam didn’t repair the car last week.
The salesman was helping the customer when the thief came into the store.
Many tourists have already visited that castle.
Someone will finish the work by 5:00 pm.
Sally isn’t going to make a beautiful dinner tonight.
At 8:00 pm tonight, John will be washing the dishes.
Jerry used to pay the bills.
I knew John wouldn’t finish the work by 5:00.
They don’t speak English in this shop.
Kevin asked Dennis a question.
Somebody built the house last year.
She gives him a box.
Max won’t look after him.

Now we are going to do the opposite. Copy the following passive sentences into your notebook and turn them into active.

The jar was filled by Peter.
Reading is enjoyed by her.
The town will be destroyed by the fire.
The library has been closed.

Se va a habilitar una serie de horas para que nos preguntéis dudas. Así que cualquier cosa que no entendáis al hacer estas frases, o cuando las corrijamos mañana, apuntadla para preguntármela.

Take care and be responsible

#ISTAYHOME

3ESO - MONDAY 16TH - UNIT 6 - WRITING

Gooooooood morning!!!

I hope you are doing well...

Today we are going to continue working on unit 6, and we are going to focus on the writing section. So take your pen, notebook, Student Book and Workbook to start. Don't worry if you forgot them at school, as I have included some captures in this post, and you can use any old notebook or sheets of paper to complete your classwork.

For this lesson, I have recorded an audio file to guide your work. It looks like a video, but it is only my voice! You can pause, rewind and play it as many times as you need.

If you need to look up for some new words, you can do it here. Choose the English-Spanish option.

3 ESO Speaking Test Situations

In part 2 of the Cambridge PET speaking exam, the examiner explains a situation and gives you some visual material. With a partner, you have to decide what to do in the situation.

Here are some useful expressions to help you begin, maintain the conversation and end this part of the test:

USEFUL EXPRESSIONS FOR PET SPEAKING PART 2

Beginning

OK, we need to decide what to buy / get / do /where to go / what we should take [for example, objects on a journey]

So, which of these are the most important / are the best / are the most useful?

So, which of these would he / she like?

Saying what you think

I think we should / he should + infinitive

In my opinion, we should + infinitive

It would be a good idea to + infinitive because…….

I think it would be better to + infinitive than to + infinitive

I think he’d / she’d like ….

Making suggestions

Why don’t we …? + infinitive

We could / she could + infinitive

How about…? + - ing form

What about the…. ? + object. What do you think about that?

Let’s + infinitive

I’d like to + infinitive. What about you?

……. would be useful. Do you agree?

Asking what your partner thinks

Do you agree?

How about you? Do you agree?

What do you think?

Agreeing

Yes, I agree.

Yes, that’s a good / great idea.

That sounds good.

Disagreeing

No, I don’t think so because….

I don’t think that’s a very good idea because…

That’s not a bad idea but….

That’s true but….

I’m sorry, I don’t agree.

Im not sure about that. What about….? + object / + - ing form

Preferences

[Specific occasion] I’d rather + infinitive + than + infinitive

[Specific occasion] I’d prefer to + infinitive

[In general] I prefer + noun + noun

[In general] I prefer + - ing form + to + - ing form

Concluding

So, we think …. and … are the most important things. Is that right?

So, we’re going to take [objects on a journey] / get / buy / go to …. and …. . Is that right?

Yes, let’s take / get / buy/ go to…..

So we think he should + infinitive…

So we think he’d like + object / + to + infinitive

Yes, I think he’d really like that.

Yes, I think that would be best.

Yes, that would be really good.

Here you have some sample situations to practise:

4ESO - 1st. Term Task - Fighting with words

Level 0: Setting and Proposal

This girl is showing a very interesting debate with herself. But... what is a debate? Why do you think learning debating skills are important? Which competences do you use and improve when you are debating?

In this task, your group will prepare a real debate to show in class... Who will be the winners?

Objectives

-You will think about the cons and pros of relevant (and most of times controversial) issues, and learn to look for information to support your arguments.

-You will learn to express your opinion using different expressions in a polite way and respecting the turn and the opinion of your opponent.

Contents

Concepts

Vocabulary: Basic terms on debate; expressing opinions.
Grammar; Mixed tenses review, modal verbs.

Procedures

Reading: articles/information about chosen issue
Listening: A sample debate
Writing: Debate evidence cards
Speaking: Group debate on chosen issue

Attitudes

Interest on communicating in English inside the classroom
Cooperative Work with team mates.

Resources:

A classroom desktop + projector
Wifi
A tablet / laptop in each group. Mobile phones can also be used to search information.
A copy of the Team Journal for each group.
Dictionary (online also possible)

Day 1

Level 1: Searching for information 1

Team work: Before we start, it is important to know the meaning of some terms used in debates. Look for the definition of the following words: debate, resolution, moot point, affirmative team, negative team, rebuttal, judge (n.), evidence card. You can use dictionaries to help you, but you have to write them using your own words on you Team Journal Chart 1.
Team work: It is also essential to learn about the structure of a debate. The simplest I found is this one. Make sure you understand what each speaker has to do and copy their functions on your Team Journal Chart 2.
Team work: Here you'll find a wide range of expressions used in debates. Make a selection of the 15 most useful ones (the ones you think you will probably use at the debate) and translate them into Spanish. Copy both the English expressions and the Spanish translations on your Team Journal Chart 3.

Day 2

Level 1: Searching for information 2

Class work: We are going to do a brainstorming of interesting issues you would like to debate about. If needed, we can get inspiration here. Each group will have to choose the moot point they like most. Moot points cannot be repeated.
Team work: Now you have to assign the roles: Affirmative 1st. speaker, Negative 1st. speaker, Affirmative 2nd. speaker... and so on. In case there are 5 members, one of the Negative speakers will have to repeat a turn, but this second one can be read instead of spoken. With the information complete your Team Journal Chart 4.
Team work: Last day you learnt what is an evidence card. Unfortunately, you cannot use them on your debate. So to help you show your evidence, create a presentation in Drive, title it as your moot point and share it with your teacher and all your team members.
Team work: Now it's time to prepare your debate scheme. Think about pros and cons, use the internet to help you if necessary and complete your Team Journal Chart 5. Use short sentences, just to guide you with the idea.

Day 3

Levels 2 and 3: Organizing and Analysing information

Team work: Have a look at your debate scheme. Now you have to find evidence for each of your arguments and rebuttals. You can use articles, graphics, videos, images... They have to include serious, proved information. Include everything (links, pictures, screen shots...) on your Drive presentation, in the order you are going to expose it. The more and the stronger evidence, the better!

Day 4

Level 4: Making conclusions

Team and individual work: Now that you have your debate expressions, scheme and evidence, it's time to prepare your debate in depth. Think about what you are going to say and how you are going to say it. You can write down some notes but remember, during the oral presentation you can only use your Drive presentation. The lenght of the debate should be between 6 and 10 minutes.

Day 5

Level 5: Presentation

Team work: You will have to share your debate (using the presentation you have created throughout this task) with the rest of your class.
Team work: You will have to assess your classmates' work using the template on your Team Journal.

Day 6

Level 5: Presentation

As in Day 5.

Level 6: Assessment

Team work: Complete the Group Assessment Chart.
Team work: Complete the Task Assessment Chart.

4ESO - Unit 1 - Online Exercises

¡Hola chic@s!

Os dejo algunos enlaces que os pueden resultar útiles para preparar el examen de la semana que viene.

Yo doy por hecho que ya sabéis formar tanto el Pasado Simple como el Continuo. En el caso de que algun@ tenga dudas sobre como se forman, os dejo estos tutoriales online que realicé el año pasado, y que contienen la teoría y algunos ejercicios prácticos (y un villancico, que los preparé para navidades :P):

-Tutorial Pasado Simple: http://lasallechiclanaenglishcorner.blogspot.com.es/2012/01/leccion-7-el-pasado-simple.html

-Tutorial Pasado Continuo: http://lasallechiclanaenglishcorner.blogspot.com.es/2012/01/leccion-8-el-pasado-continuo.html

Vamos ahora al primer punto importante, distinguir los usos de ambos pasados:

-http://www.perfect-english-grammar.com/past-simple-past-continuous-exercise-1.html

-https://www.ego4u.com/en/cram-up/grammar/simpas-paspro/exercises?ex02

-https://www.ego4u.com/en/cram-up/grammar/simpas-paspro/exercises?ex03

-https://www.ego4u.com/en/cram-up/grammar/simpas-paspro/exercises?ex04

-http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_progressive2.htm

Para la parte de preguntas, podéis primero leer esta explicación del blog (está en español):

-http://lasallechiclanaenglishcorner.blogspot.com.es/2009/10/4-eso-subject-and-object-questions.html

Y ahora, ejercicios por un tubo;

-Preguntas mezcladas: http://www.englisch-hilfen.de/en/exercises/questions/form.htm