Showing posts with label story. Show all posts
Showing posts with label story. Show all posts

Wednesday, 5 April 2017

2017.04.05 - Class 23


Film


Today we talked about the story you read and then watched the film you read a review of last week. It also talked to each one of you about taking the exam in June or not.

The exam will be 10 June here at the school.

In the short extra time we had after the break, we played a few FCE-related games: 1, 2, 3, 4, 5, 6, 7.

Homework


  1. Spend as much time as you can, at least two hours, with English over the holidays. Focus on your weak areas (e.g. Reading, Use of English, vocabulary).
    1. Exam English
    2. Tiny TEFL Teacher
    3. LearnEnglish Teens (exams section)
    4. LearnEnglish Teens (reading - be sure to choose 'B2' level)
    5. English revealed
    6. Today school Use of English tests
    7. VirtuAule (grammar and reading)
    8. ESL lounge
    9. flo-joe.com
    10. memrise.com
  2. Read the story at the link below, where lots of the more difficult vocabulary is defined for you: http://vocabkitchen.com/learn/student/#/startsession/592 .

Wednesday, 15 March 2017

2017.03.15 - Class 20

Reading and vocabulary work (continued)

We began class by continuing with The Price of Freedom interactive fiction piece at chooseyourstory.com . Or, if you preferred, you could read 50 Ways to be killed by zombies, which we read once a couple months ago.

This time, however, I asked you to copy 10 vocabulary units into an email as you worked -- I explained a specific method I wanted you to use.

  • As you read, copy and paste words and phrases (especially phrases) into an email in another window. 
  • Copy the whole sentence they are found in. 
  • You should copy at least 3 per page that you read.
  • After about 30 minutes of reading, you will have time to choose the 12-15 that you think are most important.
  • Then use one of the dictionaries (see the links on the top right of the blog) to define the phrases. Use the sentence you found it in as an example.
  • Email me your list with the names of your and your partner.
Example:

'Your father had already woken you up in the middle of the night to meet some creepy old man that claimed he was an old friend of the family, despite the fact you'd never seen him before in your life.' 
despite the fact (that) - even though, a pesar de que, aunque
http://www.wordreference.com/es/translation.asp?tranword=despite%20the%20fact%20that
http://dictionary.cambridge.org/dictionary/english/despite
'I still enjoyed the week despite the weather.'
'He managed to eat a big lunch despite having eaten an enormous breakfast.'

Book / FCE exercise preparation

We reviewed the word pairs you studied last week, plus some others.

We also worked on some of the Review exercises on p.104 in your book.

We then began Unit 12 Make a difference by listening to and thinking about a true story told by an American man named Julio Díaz, who lives in the Bronx (New York City).

His story was gathered as a part of the StoryCorps project, in which ordinary people are asked questions about their life.

Before we listened to his story, I asked you to imagine what you would do in the situation he found himself in:

'You are coming home after a hard day when you are held up at knifepoint by a teenager.'

  • Where was Julio?
  • What did he offer the other guy?
  • Where did they go?
  • Who came to talk to Julio?
  • What did Julio and the teenager exchange?


After listening to his story, comparing what you understood and talking about what was unusual about his reaction, we watched an animated version of it available on vimeo to help understand it better.

Julio Diaz from StoryCorps on Vimeo.




Homework

  • Spend 20 minutes studying vocabulary from our class in Quizlet.
  • Finish the Unit 8 Test paper we started in class.


Wednesday, 8 March 2017

2017.03.08 - Class 19

Homework review


We talked about the TED talk that you were to watch for homework:


 And also reviewed some of the vocabulary that you are supposed to be studying.

Finally, we worked with the sentences that you wrote using collocations from Sleeping. You exchanged papers and shared ideas.

 

Book/First Certificate work

We then turned to your book, pp.100-101 to work on Use of English part 3 (Word formation) and Word pairs and did several exercises with those.


Story

We also looked at the first page of a story called The Price of Freedom that we continued in the computer room after break. I asked you to pay attention to vocabulary and especially collocations as you read the story.

 

After the break

After the break, we went to the computer room to work through more of The Price of Freedom: Innocence lost from chooseyourstory.com . Press Play and then New Game. And remember to pay attention for vocabulary and collocations -- copy and paste sentences from the story into your email and send it to yourself to keep track.


Homework

Spend at least 30 minutes more reading The Price of Freedom and collect 10 or more collocations or phrases. Write them down or print them on a piece of paper.




Wednesday, 1 March 2017

2017.03.01 - Class 18

Specific details can be memorable!

Stories

Writing part 2 from last week

We talked about the stories you wrote last week, which were really good.

I reminded you that it's important to use the narrative tenses well, to use specific and more advanced vocabulary, and, perhaps most of all, to write a story with a satisfying ending that makes sense within the narrative, i.e. that gives some sense of resolution. It's also of course essential include the required details -- in this case, an address and a surprise.

If you don't have a creative idea for the story prompt that they give you on the exam, then you might just want to do a different kind of writing.

Short story from homework ('Sleeping')

We then turned to the story you had for homework. I asked you to read it again right then in class. After you read it again, I asked you to search through the first two paragraphs for vocabulary that you thought might be important to learn.

Choosing vocabulary to study is a difficult thing to learn and so we'll be working on in class over the rest of our time together this year. 

Here's some vocabulary that I chose from the first two paragraphs. Some of it you already understand, but this doesn't mean that you recall it and use it. In class, you copied these items into your notebooks and underlined them in the text. Note that many of them are phrases or combinations of words - at the level of the First, it's important to remember words together


1
change a diaper
2
in fact
3
be out at (the movies)
4
sound sleeper
5
no need (for someone to do something)
6
have a bottle
7
the door squeaked
8
a brief moment
9
when she was about six
bestowed on her (the tight little bundle)
her arms began to ache from the tension
by the time (something happened)




I then asked you to do the following exercise.

Fill in the gaps in the sentences below with vocabulary from the first two paragraphs of the story. Sometimes you need to use more than one word.


  1. By __ Luca finished my homework, it was too late to do anything but go to bed.
  2. For __ moment, Fernando had no idea where he was. Then he recognized his bedroom and realized he’d had a nightmare.
  3. There was no __ you to bring your textbooks to class today - we’re having an exam. __, you don’t need them next week either.
  4. One of the first things new parents must learn to do is to __ a diaper.
  5. Jordi’s baby sister was __ asleep - not even the squeak of the __ woke her.
  6. When I __ eight, we moved from Virginia to Vermont.
  7. By the time he got to km 35 of the marathon, Carles’ legs __ from the effort of running.
  8. Next week the director of the school will be __ on Mònica an award.
  9. Judit’s baby brother was __ a bottle when she got home from school.
  10. Marc was out __ on Saturday. I know because I saw him there.


Course book Unit 8 - Food

We worked through various pages and exercises in the coursebook in Unit 8, with a focus on Vocabulary, Grammar and Speaking:

  1. p.93 ex 2 and 3
  2. p.96 Vocab ex 1-3 - here's a Quizlet list of this vocab for you to study
  3. p.97 ex 5

We then watched Chef Jamie Oliver show a group of young kids how to make chicken nuggets. Will you go home and make some?



We ended by doing the speaking exercises on p.98 (preparation for Speaking parts 3 and 4).


Vocabulary sets to study


  1. Sleeping
  2. Unit 8 Food
  3. Jamie Oliver TED Talk vocab

Homework

  1. Write 5 sentences using the vocabulary from Sleeping above. Your sentences should be similar to the ones in the exercise above. Write them on a sheet of paper that you can hand in (i.e. not in your notebook).
  2. Work through this Quizlet list at least once, which will prepare you for the TED talk below.
  3. Watch this TED talk by Jamie Oliver. Use English subtitles if you need them.
  4. Study the vocabulary above (Vocabulary sets to study) 




Wednesday, 22 February 2017

2017.02.22 - Class 17

Writing part 2: Emails/letters and Stories

Emails/informal letters

Last week I returned your marked emails (Writing part 2 from the exam), but we didn't look at them together. Today I made a few points about the emails that you wrote that should help many of you:
  • 'receive' is a bit formal for an email to a friend - what could you use instead?
  • After 'Hi Sam,' there should be 1-2 sentences saying 'how are you?', 'thanks for your letter', 'I'm excited for you' or something similar. This is true of any email or letter you write for the First.
  • Give specific as well as general advice. For example, instead of just saying 'try to meet people after school', you could suggest joining a sports team, the photography club (since Sam take such good pictures), etc.
  • Before you say goodbye, there should always be 1-2 sentences where you close the message. Here it's often a good idea to express a wish you have for yourself or for your friend. For example: 'I look forward to hearing from you soon' (a wish for yourself), 'I hope you enjoy your new home', 'I hope you make lots of friends in Montenegro' (wishes for your friend).
Similar to what you did last week with the Reading and Use of English papers, I asked you to write down 5 errors or suggestions you can learn from.

Stories

Last week you also finished the story that was begun in ex5 on p.37 in your book. Today, we talked about the story as an option in Writing part 2 on the First for Schools (not the First Certificate).

We then watched this brief video with some important points on how to do it well. It's especially important to use the narrative tenses well.


Afterwards you wrote a story based on this official Cambridge prompt:
Begin your story with: 'Tom got off the train and as the train left, he realised he was holding the wrong suitcase.'
Your story must include: 1) an address and 2) a surprise

Listening

We did a listening exercise based on this video of a gym class in Sweden.


Homework

 Read the story ('Sleeping') that I handed out and answer the questions about it as best as you can.

Wednesday, 8 February 2017

2017.02.08 - Class 15

Practice exam

Today we continued with the Practice exam. You did the Listening paper and also did Writing part 2. If you missed class today, next week you should expect to make up the Listening exam. You can do the writing part for homework - I will post the instructions below on Thursday.

I also returned your Reading and Use of English papers, as well as the essays (Writing part 1) that you wrote in class in Class 12. Some of you did not follow the instructions very carefully and so got lower marks than you were able to. This is a real shame!

Homework

If you didn't do Writing part 2 in class today or didn't give me you essay in class 12, bring them to the next class to hand in to me.

Wednesday, 1 February 2017

2017.02.01 - Class 14

N.B.: 'fantastic' is an extreme adjective - 'absolutely' is OK.

Homework and Vocabulary

We reviewed your homework from the last class (you might not have known about it if you didn't remember to check the blog for your homework) and you had the vocabulary quiz you begged me for and which I begrudgingly promised to give you.

Practice exam

Today you did part of a practice exam, more specifically the Reading & Use of English sections. Next week we'll continue with it.

Post Scriptum

After the exam and break, we watched the 'the Netherlands second' video (see homework from the last class) and did this trivia/review quiz.

Homework

  • Review this Quizlet list , which has vocabulary from the story you have for homework (below).
  • Read 'Sleeping', by Katharine Weber, which I gave to you in class. If you missed class, you can also read it at CommonLit. Answer the questions on the back of the paper.

Wednesday, 21 December 2016

2016.12.21 - Class 10

Happy Holidays

Today we reviewed your homework and then talked about the importance of maintaining contact with English over the holidays.

Films, videos and music are great ways to do this. Many of you have told me you've watched some episodes of The Walking Dead after the activity we did in class 8, for example, but anything you're interested in watching is going to be helpful. My favorite series as of late is Stranger Things - if you don't know what else to watch, check it out!

If you enjoyed the game we did in Class 8 (50 Ways to Be Killed by Zombies), then you could play that one and that would be great contact with English as well. Or see the list of Interactive fiction games I posted below for other games, many of which are a bit less gory.

We also played a few games before and after finishing The Perks of Being a Wallflower.

Homework


  • Maintain contact with English. Write three short texts about three different times you had contact with English (see example below), or, if you didn't have contact with English, just write three short texts where you explain to me something you did that day.
Example
I watched Captain Fantastic, a film about a father and his children who live in the wilderness. Years earlier, the father and his wife decided to take their kids to bring them up in the wilderness. The kids were educated with the books they had in their library, but they also learned how to live in the forest as well as lots of practical physical skills such as hunting, rock climbing, etc. After a short time, we learn that the children's mother, who has been in a hospital, has died, and they want to go to her funeral. The father is reluctant to go because he knows his wife's parents are going to make things difficult for them, but the kids insist and they go. The biggest part of the movie is about the adventures they have and what happens when these kids experience the 'normal' world that the rest of us live in. Will they stay with their grandparents? Will their father be arrested for child abuse? Can these kids adapt to the life that the rest of us lead? Watch the film and find out.



Tuesday, 6 December 2016

2016.12.06 - Reply from Michael Lewin

Today I got the following response from Michael Lewin. Thanks to all of you who wrote comments for him!

Hi Kirk,
Thank you for writing to me and telling me a bit about how The Hand That Feeds Me is being used. And special thanks to the five students who've posted their comments - in English! - on the blog. I'm delighted that they like the story and it's interesting that it seems to have worked in different ways for each of them.  Not much more to say, but thanks to you all.
Mike Lewin

Wednesday, 30 November 2016

2016.11.30 - Your comments on the story

Your comments on the story


The Hand That Feeds Me, by Michael Lewin. For more information on the author and his work, see his website.

CaR: I think it's and interesting reading for a English class, but also for having fun just as entretaining. Is not a typical boring story, where nothing happens and the end has a bad taste. I had really enjoyed reading this short story at class. Maybe there are some difficult words, but with a dictionary next to you, is not a problem.

MoG: "The hand that feeds me" begins when an old man gives meat to a dog which lives in the streets, then three guys murder the old man and the dog does everything to catch them: he takes a jacket and cans of beer from them to give an evidence of the crime, and brings them next to the body. Finally, he sits next to him and waits for justice to happen.
From my point of view, "The hand that feeds me" it's a story about justice and loyalty. It's not said in the text, but we all know that the narrator is a dog. I love dogs and I think that the phrase "Dog is a man's best friend" is absolutly true, dog is an exemple of loyalty so I think this character is the most important. In my opinion, this story has a beautiful point; the first time I read it I felt very sad, it is obviously very emotional, but then when I started thinking about it, I realised it has an important message of loyalty and justice which humans should learn.

HeR: First of all, I would like to say that I enjoyed the reading. I liked because of the dog and how does he act in front of the criminals and what does he did for the police for caught them. I also like how the story is wrote because the writer doesn't tell you that the main character is a dog but he give you some information in some sentences so you can deduce it. (I would never thought that the main character it could be an animal).

MiG: I liked this story, especially the trick it has. While I was reading the first paragraph I noticed the narrator was an animal although I couldn’t figure out which until the third and fourth paragraph. I really loved the idea the narrator had to write from the dog's perspective and how it sees the world.

DaC: I reckon that the entire story makes itself great in the clever way the events take place. If it is hard to put yourself in someone else's shoes', with a dog seems even harder. It is how it replaces situations of our life as in a metaphorical form or using expressions referred to animals. But what I enjoyed most was the revenge resolution; instead of killing or hurting somenone, the narrator just takes all the proves and leaves the crime scene for the police to solve it.
Again, great story!

Wednesday, 23 November 2016

2016.11.23 - Class 7

Short class - Parent meetings


Puffins
Today we had a short class since I had meetings with your parents from 16.00.

We first talked a bit about the story from last class. We already discussed what was strange about the story at the end of our last class, but continued with this a bit. We also looked at vocabulary from the text. In a future class, I'll show you how to add these words to the Quizlet list that I have started.

We also did two Listening paper tasks from a First for Schools exam, specifically parts 2 and 3. This is in part because we've not done any official Listening exam task and I wanted you to get a sense for their difficulty, and also so that I have marks to share with your parents during our meetings. This will give a more complete picture of your preparedness for the exam.


Homework


  • Write a comment on last week's class as if you were writing to the author of the story (Michael Lewin). Explain what you noticed most in the story, what you found compelling (or not). Please send me your comment via email to the address I gave in class. I will add them to the blog and then contact the author to see if he responds. The more insightful your comments are, the more likely he will be to respond, I suspect.
  • the worksheet on verb patterns I gave you. Important: use p.167 in your book to help choose the correct forms.
  • Count both of your homewo as part of your 75 minutes/week of contact with English.

Wednesday, 16 November 2016

2016.11.16 - Class 6

Unit 2 - Wild

To start off class today, we reviewed your homework, which included some grammar exercises inside a text about survival on p.25. I also asked you to tell your parents that next week (23 November) I'll be available to meet with them from 16:00 to 17:15 at school. I'd be happy to meet them and answer any questions they may have. This means that next week we will have a short class, until 15:00 only.

Continuing with the theme of survival, we talked about the topic a bit and then did a listening exercise based on a short video featuring survival expert Bear Grylls:


This exercise was similar to Listening part 2 of the FCE, but actually a bit harder because of the vocabulary and Bear's way of enunciation.

Then, expanding on the topic of survival a bit, we talked about other possible situations that we might have to survive in and did a short quiz at the New York Times, based on research on how people react in natural disasters or similar situations in the US.


Finally, before the break, we looked at a few words to prepare for a story that we started after the break.

Story: The Hand That Feeds Me

We read through part 1 of the story together, working on pronunciation and vocabulary. If you lose your copy of the story, you can also get it here.


Homework


  • Finish reading The Hand That Feeds Me.
  • Select vocabulary in the story that you think you need to learn. You can also study the vocabulary list in Quizlet that I already created for the story. We'll add some of your vocabulary to it later on.
  • Find the trick in the story, which has to do with the narrator. Find a few sentences in the story that struck you as odd or revealing.

Wednesday, 5 October 2016

2016.10.05 - Class 1

After finding out that many if not all of you want to take the FCE by summer 2017, we agreed to work towards that goal as quickly as possible in class.

You all then learned a bit about me by asking me questions and wrote up paragraphs that you shared with other groups. I then gave you a letter and explained that part 1 of your homework is to write a similar letter back to me.

We finished class by describing this photo and inventing stories about the people in it.

We then looked at an infographic about marriage and you matched the figures with the facts.
Finally, I handed out a story, Two Peas in a Pod, that you should read for next class. You should also learn the vocabulary in it.

Homework:

  1. Write a letter back to me
  2. Read Two Peas in a Pod and do the exercises. You can study the vocabulary in Quizlet or just below.