Author: Michael Fyall Wroclaw University of Technology e-mail: michael.fyall@pwr.wroc.pl My office is room 302 in building H-4
GOALS AND OBJECTIVES OF THE COURSE: - to provide students with an overview of general english grammar, focusing on common mistakes made by C1 level students, - to extend knowledge of english required for academic purposes, - to expand vocabulary and provide a setting to practice and extend such vocabulary in both spoken and written forms.
CONTENT OF COURSE: - Getting started, - Articles - rules, - Articles - practice, common mistakes, - Receptive skills training (reading, listening) in the form of a multimedia documentary, - Review of future forms,
CONTENT OF COURSE: - Describing a process / Food - The Passive - Verb forms, - Deadly animals, - Conditionals, - Describing graphs - Phrasal verbs
LET S GET STARTED LOOK AT THE FOLLOWING STRUCTURES: To get off to a adj start. To make a adj start. Can you think of any adjectives that fit the gaps? Discuss in pairs.
THE ADJECTIVES BELOW COULD BE USED WITH THESE STRUCTURES TO COMPLETE A VARIETY OF COLLOCATIONS. Can you mark them as either positive or negative? auspicious inauspicious dreadful encouraging false faltering flying fresh promising poor
POSITIVE: auspicious start promising, It was an auspicious start to their election campaign. encouraging start flying start - a very successful beginning to something The new business got off to a flying start with those export orders. fresh start new start promising start
NEGATIVE: inauspicious start - not showing or suggesting future success Despite it s inauspicious start, the company eventually became very profitable. dreadful start false start faltering start - unsteady Cristiano Ronaldo will rescue Real Madrid from their faltering start to the La Liga season. poor start
Can you think of example sentences with the collocations below? encouraging start fresh start promising start dreadful start false start poor start
ALL THE PHRASES BELOW FUNCTION AS VERBS AND ARE RELATED TO THE IDEA OF STARTING. Match the phrases with the definitions. 1.launch into 2.embark on/upon 3.get cracking 4.kick off with 5.hit the road A. To start a large/lengthy piece of work or project. B. To start a journey (informal). C. To suddenly start a long speech or story, especially if you are criticizing something. D. Use this to say that you now want to start something that you have been planning (spoken). E. To do something as the first part of an activity or an event such as a party or a concert.
COMPARE YOUR ANSWERS: Embark on/upon - To start a large/lengthy piece of work or project. Hit the road - To start a journey (informal). Launch into - To suddenly start a long speech or story, especially if you are criticizing something. Get cracking - Use this to say that you now want to start something that you have been planning (spoken). Kick off with - To do something as the first part of an activity or an event such as a party or a concert.
ALL THE PHRASES BELOW FUNCTION AS VERBS AND ARE RELATED TO THE IDEA OF STARTING. Match the next phrases with the definitions. 1. to make the first move 2. spring up 3. spark off 4. (lets) get this show on the road 5. get/set/start the ball rolling A. To start a meeting, discussion, event etc. by doing something in order to encourage other people to take part in it as well. B. To make something happen, especially something serious, difficult, or important. C. To suddenly start or exist in a very short period of time. D. To be the first to do something in a situation where both sides feel nervous, embarrassed, angry etc. E. To start doing something immediately because you are in a hurry or have a lot to do (spoken informal).
COMPARE YOUR ANSWERS: Get/set/start the ball rolling - to start a meeting, discussion, event etc. by doing something in order to encourage other people to take part in it as well. Spark off - to make something happen, especially something serious, difficult, or important. Spring up - to suddenly start or exist in a very short period of time. To make the first move - to be the first to do something in a situation where both sides feel nervous, embarrassed, angry etc. (Lets) get this show on the road - to start doing something immediately because you are in a hurry or have a lot to do (spoken informal).
1. to make the first move 2. spring up 3. spark off 4. (lets) get this show on the road 5. get/set/start the ball rolling 6.launch into 7.embark on/upon 8.get cracking 9.kick off with 10.hit the road Use the phrases above to complete the following sentences. Don t forget to change the tenses and persons as appropriate. A. Dozens of websites have to provide information for travelers. B. John arrived late and immediately a detailed description of the terrible traffic on the roads. C. The murder a wave of protests in the city. D. Let s a drink in the bar then go on to a club after that. E. In the 1950 s China a massive program of industrialisation.
COMPARE YOUR ANSWERS: A. Dozens of websites have sprung up to provide information for travelers. B. John arrived late and immediately launched into a detailed description of the terrible traffic on the roads. C. The murder sparked off a wave of protests in the city. D. Let s kick off with a drink in the bar then go on to a club after that. E. In the 1950 s China embarked upon a massive program of industrialisation.
1. to make the first move 2. spring up 3. spark off 4. (lets) get this show on the road 5. get/set/start the ball rolling 6.launch into 7.embark on/upon 8.get cracking 9.kick off with 10.hit the road Now complete the following sentences. Don t forget to change the tenses and persons as appropriate. F. Are you all packed and ready? Right (2 or 3 possibilities). G. I d always been attracted to her but I was too shy to. H. Ben stood up and asked the first question to. I. Come on,. I want this whole house clean by the time I get back. J. It s getting late! I think it s time to.
COMPARE YOUR ANSWERS: F. Are you all packed and ready? Right let s get this show on the road. (2 or 3 possibilities). G. I d always been attracted to her but I was too shy to make the first move. H. Ben stood up and asked the first question to get the ball rolling. I. Come on, get cracking. I want this whole house clean by the time I get back. J. It s getting late! I think it s time to hit the road.
DISCUSSION QUESTIONS: What s the hardest part of starting a new job?
DISCUSSION QUESTIONS: What was the last major piece of work or project you embarked upon?
DISCUSSION QUESTIONS: When doing group work in class, are you the kind of person who likes to set the ball rolling?
DISCUSSION QUESTIONS: Have you ever made an inauspicious start to anything?
Articles ( a, an, the, zero )
GOALS AND OBJECTIVES OF THE LESSON: - to clarify the rules of articles (a,an,the,zero). - to focus on common mistakes made by C1 level students regarding the use of articles.
I have book WHAT WORDS CAN GO IN THE GAP? CAN YOU THINK OF TEN? DISCUSS IN PAIRS.
I have book a the his her our their my your Jon s 8 this that etc.
I have book a the his her our their my your Jon s 8 this that etc. countable noun
I have book a the his her our their my your Jon s 8 this that etc. determiners countable noun
I have book a the his her our their my your Jon s 8 this that ect. determiners countable noun
ARTICLES: a, an, the, zero
Remember: Before a countable noun a determiner is needed. If its not his, her, this, that, John s etc. it will be a or the.
TEST YOUR KNOWLEDGE FILL IN THE BLANKS WITH a, an, the or (for no article) recent article in Psychology magazine suggests that exam students can improve their memory by studying with help from unusual smells. author, Dr. Rachel Herz of Chemical Senses Center in Philadelphia, claims there is strong link between our memory for facts and our memory for odours. In experiment she describes, students were asked to memorise text in different rooms scented with peppermint, violet and pine. Smell association helped them improve their memory by twenty percent. Go to perfume department, says Dr. Herz, pick out something you have never smelled before, put it on your desk while you re studying for test, then take it with you when you re doing test. It really works.
THE ANSWERS WILL BE REVEALED LATER IN THE LESSON AFTER COMPLETING SOME DIFFERENT ACTIVITIES. YOU MAY WANT TO CHANGE YOUR ANSWERS AFTER THE ACTIVITIES.
FILL IN THE BLANKS WITH THE APPROPRIATE ARTICLE ( a, an or the ) certain young woman of Thule Fell in love with man with mule. Said girl to man: If we marry, we can Go to Thule on back of mule.
WHY DID YOU USE THE ARTICLES YOU USED IN THE TEXT? WHAT DOES THIS TELL YOU ABOUT THE DIFFERENCE BETWEEN A/AN AND THE?
A certain young woman of Thule Fell in love with a man with a mule. Said the girl to the man: If we marry, we can Go to Thule on the back of the mule. A/an are used when a noun is referred to the first time. The is used when the same noun is referred to again.
FILL IN THE BLANKS WITH THE APPROPRIATE ARTICLE ( a, an or the ) 1. Helen s just bought house you wanted to buy in Wilson street. 2. Dorothy took cake and apple pie to the party, but only apple pie was eaten. 3. There was serious fire in Glasgow last night. 4. Why don t you buy him set of golf clubs he s always wanted? 5. Who s woman in red? 6. sun is million of miles from us.
HOW WAS THE SECOND EXERCISE DIFFRENT FROM THE FIRST? DID YOU LEARN ANYTHING NEW ABOUT HOW ARTICLES WORK? IF YES, WHAT? DISCUSS IN PAIRS.
ANSWERS: 1. Helen s just bought the house you wanted to buy in Wilson street. 2. Dorothy took a cake and an apple pie to the party, but only the apple pie was eaten. 3. There was a serious fire in Glasgow last night. 4. Why don t you buy him the set of golf clubs he s always wanted? 5. Who s the woman in red? 6. The sun is million of miles from us. In the second exercise, the is used when the noun being referred to is known by the speaker and listener.
LOOK AT THE PICTURES, READ THE SENTENCES AND WORK OUT THE NAME AND THE FAMILY NAME OF EACH PERSON. The person who ordered chicken is called Sarah. The person who has long hair is called Jane. The person who bought a coffee is called Mary. The person who is standing on a glass is called Ann. The person who is eating ice cream is called Hannah. The family name of the person who has a long hair is Beckham. The family name of the person who is eating an ice cream is Ronaldo. The family name of the person who ordered a chicken is Messi. The family name of the person who bought coffee is Lewandowski. The family name of the person who is standing on glass is Rooney.
Compare your answers The person who ordered chicken is called Sarah. The person who has long hair is called Jane. The person who bought a coffee is called Mary. The person who is standing on a glass is called Ann. The person who is eating ice cream is called Hannah. The family name of the person who has a long hair is Beckham. The family name of the person who is eating an ice cream is Ronaldo. The family name of the person who ordered a chicken is Messi. The family name of the person who bought coffee is Lewandowski. The family name of the person who is standing on glass is Rooney.
SOME NOUNS CAN BE BOTH COUNTABLE OR UNCOUNTABLE. In a coffee shop I buy a coffee. In a supermarket I buy coffee. CAN YOU SEE THE DIFFERENCE? THINK OF A DIFFERENT EXAMPLE WITH THIS NOUN: stone
COMPARE YOUR ANSWERS: I THREW A STONE IN THE RIVER. MY HOUSE IS MADE OF STONE. (COUNTABLE) (UNCOUNTABLE)
FILL IN THE BLANKS WITH a, an, the or (for no article) 1. Could you turn on television, please? 2. Watch out! There s policeman coming. 3. Could I borrow piece of paper to make notes on? 4. Is that new carpet you were telling me about? 5. I think that young people are much more mature these days. 6. Would you like to see photos I took on holiday? 7. She said that carrots were her favourite vegetable. 8. Why do you think Japanese are so hardworking? 9. When did first person climb Mount Everest? 10. sky is full of stars tonight.
ANSWERS ARE: 1. Could you turn on the television, please? 2. Watch out! There s a policeman coming. 3. Could I borrow a piece of paper to make notes on? 4. Is that the new carpet you were telling me about? 5. I think that young people are much more mature these days. 6. Would you like to see the photos I took on holiday? 7. She said that carrots were her favourite vegetable. 8. Why do you think the Japanese are so hardworking? 9. When did the first person climb Mount Everest? 10. The sky is full of stars tonight.
TEST YOUR KNOWLEDGE ANSWERS: A recent article in Psychology magazine suggests that exam students can improve their memory by studying with help from unusual smells. The author, Dr. Rachel Herz of the Chemical Senses Center in Philadelphia, claims there is a strong link between our memory for facts and our memory for odours. In the experiment she describes, students were asked to memorise a text in different rooms scented with peppermint, violet and pine. Smell association helped them improve their memory by twenty percent. Go to a perfume department, says Dr. Herz, pick out something you have never smelled before, put it on your desk while you re studying for a test, then take it with you when you re doing the test. It really works.
QUIZ: Taken from Cutting Edge Upper Intermediate 1. When do Chinese people celebrate New Year? a) around end of January b) in summer c) on 1 st of January 2. When is it common for people in some countries to have siesta? a) in morning b) in afternoon c) around eleven o clock at night 3. Newcastle is city in which part of UK? a) in north-east of England b) in Scotland c) on south coast of England
Taken from Cutting Edge Upper Intermediate 1. When do - Chinese people celebrate New Year? a) around the end of - January b) in - summer c) on the 1 st of - January 2. When is it common for people in some countries to have a siesta? a) in the morning b) in the afternoon c) around eleven o clock at - night 3. Newcastle is a city in which part of the UK? a) in the north-east of - England b) in _- Scotland c) on the south coast of - England
4. Which is largest sea or ocean in world? a) Atlantic Ocean b) Pacific Ocean c) Red Sea 5. Jeanne Louise Calment, who died on 4th of August 1997, is famous for being: a) world s oldest woman b) tallest woman in world c) President of France 6. If you went for a boat trip on River Vltava, and went climbing in Sumava Mountains and went sightseeing in Prague which country would you be in? a) Czech Republic b) Russia c) Slovakia
4. Which is the largest sea or ocean in the world? a) the Atlantic Ocean b) the Pacific Ocean c) the Red Sea 5. Jeanne Louise Calment, who died on the 4th of - August 1997, is famous for being: a) the world s oldest woman b) the tallest woman in the world c) the President of - France 6. If you went for a boat trip on the River Vltava, and went climbing in the Sumava Mountains and went sightseeing in - Prague which country would you be in? a) the Czech Republic b) - Russia c) - Slovakia
7. Where will next Summer Olympic Games be held? a) in Brazil b) in USA c)in Sydney 8. Lake Titicaca is: a) largest lake in Africa b) largest lake in South America c) largest lake in world 9. Austrian Reinhold Messner is famous as: a) pop singer b) first man to climb Mount Everest without oxygen c) youngest ever Prime Minister of European country
7. Where will _the next Summer Olympic Games be held? a) in - Brazil b) in the USA c)in - Sydney 8. - Lake Titicaca is: a) the largest lake in - Africa b) the largest lake in - South America c) the largest lake in the world 9. Austrian Reinhold Messner is famous as: a) a pop singer b) the first man to climb - Mount Everest without - oxygen c) the youngest ever Prime Minister of a European country
10. When was former President of South Africa, Nelson Mandela, released from prison? a) in 1980s b) at end of 1995 c) in 1990
10. When was the former President of - South Africa, Nelson Mandela, released from - prison? a) in the 1980s b) at the end of 1995 c) in - 1990 If your score was higher than 50 you can be happy!
Remember: Before a countable noun a determiner is needed. If it s not his, her, this, that, John s etc. it will be a or the.
ARTICLES - PRACTICE
GOALS AND OBJECTIVES OF THE LESSON: - to provide students with the opportunity to practice the rules of articles. - to provide an opportunity for students to make student generated materials in order to practice the rules of articles.
Rules: Indefinite article: a / an There are a lot of something. eg. She s a teacher (there are lots of teachers). Something has not been mentioned before. eg. A certain young women of Thule, fell in love with a man with a mule.
Rules: Definite article: the When something: is unique (or unique in that context). eg. Can you turn the television on (there is only one television) has been mentioned before. eg. A certain young women of Thule, fell in love with a man with a mule, said the girl to the man
Rules: No article Plural nouns: eg. I like carrots. Uncountable nouns: eg. She is standing on glass. People and places: eg.my name is John. We live in Wroclaw.
Common mistakes Superlatives: eg. the biggest, the best Jobs If lots of people do the job, a/an is used: eg. I am a teacher. Jobs - If only one person does the job, the is used: eg. I have a meeting with the President.
Common mistakes Institutions: prison, university, church, school etc. - no article is used if we are thinking about the institution: eg. My son goes to university. BUT- an article is used if we are thinking about the building: eg. I park my car outside the university.
Common mistakes Place names continents, countries, states, cities and towns do not have an article. BUT there are some exceptions: the USA, the UK, the Czech Republic, the Netherlands.
Common mistakes Rivers, oceans, seas, canals use the : eg. the Atlantic ocean, the Baltic sea, the Thames, the Suez Canal
Common mistakes Mountains and lakes no article is used if we are thinking about one mountain or lake: eg. Mount Everest, Lake Sniardwy BUT, if we are thinking about a group of mountains or lakes we use the : eg. Mount Everest is in the Himilayas. Lake Sniardwy is in the Mazury lakes.
We will read a true story from The Guardian newspaper and the following words appear in the story. Before reading, discuss in pairs what you think the story is about: Elks Armed police Bicycle Fermented apples Old people s home
A drunken party of elks surrounded an old people s home in Sweden and had to be driven away by armed police, Sweden s media reported yesterday. The elks attacked the home in the town of Ostra Goinge, near Malmo, after devouring large numbers of fermented apples, the paper Dagens Nyheter said. Police with dogs had failed to scare them off, and the animals only ran away after hunters with guns arrived on the scene. It s not unusual for elks to get drunk, forester Fredrik Jonhson told the newspaper. They don t recognize the difference between fermented and not fermented and stuff themselves down to the last apple. Mr Johnson did not know how many apples the elks had eaten.
There have been previous problems with elks: a female elk recently attacked three joggers in Norway. Last year another elk in Sweden stole a bicycle from a garden, which it regularly visited to eat the roses. An elderly couple had used the bike to fence off their garden; the elk disappeared with the bike hanging around its neck. The bike was later found bent and beyond repair. Once widespread across Europe, elks now live in Canada, Scandinavia, the Baltics, Poland and the Czech Republic. Earlier this week, however, an elk was spotted for the first time in recent memory in Bavaria, after apparently wandering across the Czech-German border. The 7ft high giant elk died out during the last ice age.
VOCABULARY Match the following words/phrases from the text to their definitions: To devour To walk without a clear direction or purpose. To stuff yourself Beyond repair Widespread To spot To wander Existing in many places. Not able to be fixed. To eat so much food that you cannot eat anything else. To eat something quickly because you are very hungry. To notice something, especially something that is difficult to see.
COMPARE YOUR ANSWERS: To devour To eat something quickly because you are very hungry. To stuff yourself Beyond repair Widespread To spot To wander To eat so much food that you cannot eat anything else. Not able to be fixed. Existing in many places. To notice something, especially something that is difficult to see. To walk without a clear direction or purpose.
UNDERLINE THE NOUNS IN THE FIRST TWO PARAGRAPHS OF THE TEXT. A drunken party of elks surrounded an old people s home in Sweden and had to be driven away by armed police, Sweden s media reported yesterday. The elks attacked the home in the town of Ostra Goinge, near Malmo, after devouring large numbers of fermented apples, the paper Dagens Nyheter said. Police with dogs had failed to scare them off, and the animals only ran away after hunters with guns arrived on the scene.
A drunken party of elks surrounded an old people s home in Sweden and had to be driven away by armed police, Sweden s media reported yesterday. The elks attacked the home in the town of Ostra Goinge, near Malmo, after devouring large numbers of fermented apples, the paper Dagens Nyheter said. Police with dogs had failed to scare them off, and the animals only ran away after hunters with guns arrived on the scene.
A REMINDER OF THE RULE: a the his her our their my your Jon s 8 this that ect. I have book determiners countable noun
Test the rule with the highlighted nouns in the text: A drunken party of elks surrounded an old people s home in Sweden and had to be driven away by armed police, Sweden s media reported yesterday. The elks attacked the home in the town of Ostra Goinge, near Malmo, after devouring large numbers of fermented apples, the paper Dagens Nyheter said. Police with dogs had failed to scare them off, and the animals only ran away after hunters with guns arrived on the scene.
COMPARE YOUR ANSWERS First paragraph: A drunken party (we don t know which party) of elks (plural noun) surrounded an old people s home (we dont t know which home) in Sweden (name of a country) and had to be driven away by armed police (uncountable noun), Sweden s media (Sweden is the determiner) reported yesterday.
COMPARE YOUR ANSWERS Second paragraph: The elks (specific elks / we know which ones) attacked the home (mentioned before/ we know which home) in the town (we know which) of Ostra Goinge (name of a place), near Malmo (name of a place), after devouring large numbers (plural noun) of fermented apples (plural noun), the paper (we know which paper) Dagens Nyheter said. Police (uncountable noun) with dogs (plural noun) had failed to scare them off, and the animals (we know which animals) only ran away after hunters (plural noun) with guns (plural noun) arrived on the scene (we know what scene).
In pairs write down an example of each of the following things: an animal a mode of transport a famous person another famous person a strange place an object
Write a short story using the things (animal, transport etc) to help. Your story can be very short and must have a key and at least 10 gaps instead of an article. FOR EXAMPLE: I have (1) pen. (2) pen is red. I love (3) pens. KEY: 1. A 2. The 3. Try to use different rules regarding articles as your story will be given to different students who will need to think of these rules when filling the gaps.
HOMEWORK: Look at the remaining 4 paragraphs of the Drunken Elk text, underline the nouns and again explain the rule regarding articles. You may need to read the lesson materials again in order to complete the task.
HOMEWORK: It s not unusual for elks(plural noun) to get drunk, forester Fredrik Jonhson(name of a person) told the newspaper(we know which newspaper). They don t recognize the difference between fermented and not fermented and stuff themselves down to the last apple(fixed expression the last ). Mr Johnson(name of a person) did not know how many apples(plural noun) the elks(plural noun) had eaten.
HOMEWORK: There have been previous problems(plural noun) with elks(plural noun): a female elk(we don t know which one) recently attacked three joggers(plural noun) in Norway(name of a country). Last year another elk(another is the determiner) in Sweden(name of a country) stole a bicycle(one of many, we don t know which one) from a garden(one of many, we don t know which one), which it regularly visited to eat the roses(specific roses in the garden). An elderly couple(we don t know which) had used the bike(mentioned before) to fence off their garden(thier is the determiner); the elk(mentioned before) disappeared with the bike(mentioned before) hanging around its neck(its is the determiner). The bike(mentioned before) was later found bent and beyond repair.
HOMEWORK: Once widespread across Europe(continent), elks(plural noun) now live in Canada, Scandinavia, the Baltics, Poland and the Czech Republic (countries). Earlier this week(this is the determiner), however, an elk(one of many) was spotted for the first time in recent memory in Bavaria(name of a place), after apparently wandering across the Czech-German border(specific border). The 7ft high giant elk(specific elk) died out during the last ice age.
RECEPTIVE SKILLS TRAINING KINGDOM OF THE TIGER
GOALS AND OBJECTIVES OF THE LESSON: - to provide students with comprehension receptive skills practice (reading, listening) in the form of a dvd documentary, - to expand and reinforce vocabulary in the context of a visual multimedia device
What do you associate with India? Brainstorm in pairs.
ELEPHANTS POVERTY COLOURS GANGES BOLLYWOOD TIGERS HIMILAYAS HINDUISM COWS CRICKET FOOD Todays lesson is about India and the life of Jim Corbett. Who is Jim Corbett?
From Wikipedia: Edward James "Jim" Corbett (25 July 1875 19 April 1955) was an Indian born British hunter, conservationist and naturalist, famous for slaying a large number of man-eating tigers and leopards in India. Corbett held the rank of colonel in the British Indian Army and was frequently called upon by the government of the United Provinces, now the Indian states of Uttar Pradesh and Uttarakhand, to slay man-eating tigers and leopards who had killed people in the nearby villages of the Garhwal and Kumaon regions. His hunting successes earned him much respect and fame in Kumaon. Some even claim the locals considered him a sadhu. Pictures taken from: www.indianetzone.com, www.nainitaltourism.com
Edward James "Jim" Corbett Corbett was an avid photographer and after his retirement authored Man- Eaters of Kumaon, Jungle Lore, and other books recounting his hunts and experiences, which enjoyed much critical acclaim and commercial success. Corbett spoke out for the need to protect India's wildlife from extermination and played a key role in creating a national reserve for the endangered Bengal tiger by using his influence to persuade the provincial government to establish it. In 1957 the national park was renamed Jim Corbett National Park in his honour. Pictures taken from: circusnospin.blogspot.com, www.damninteresting.com
VOCABULARY FROM READING: Match the words on the left with the definitions on the right to slay colonel avid (avid photographer/listener/fan etc.) critical acclaim Sadhu to formally ask someone to do something a Hindu holy man who lives a very simple life. a high rank in the army to be looked upon very favorably by the critics of any given industry someone who does something, listens to something etc as much as they can: an avid collector of old jazz records to call upon to kill
VOCABULARY FROM READING: COMPARE YOUR ANSWERS: to slay colonel avid (avid photographer/listener/fan etc.) to kill a high rank in the army someone who does something, listens to something etc as much as they can: an avid collector of old jazz records critical acclaim to be looked upon very favorably by the critics of any given industry Sadhu to call upon a Hindu holy man who lives a very simple life. to formally ask someone to do something
Match the words on the left with the definitions on the right: To bag someone/something to search for someone/something by following the marks they leave behind them on the ground. Compassion the respect and admiration something/someone gets because of success or importance. Prestige Noble Reckless to track someone/something very impressive and beautiful. a strong feeling of sympathy to shoot and kill someone/something not caring about the bad results of your actions.
COMPARE YOUR ANSWERS: To bag someone/something Compassion Prestige to shoot and kill someone/something. a strong feeling of sympathy. the respect and admiration something/someone gets because of success or importance. Noble Reckless very impressive and beautiful. not caring about the bad results of your actions. to track someone/something to search for someone/something by following the marks they leave behind them on the ground
Now match the words on the left with the definitions on the right: Calamitous The movement of water (in a river for example) Reverence To eat whatever can be found To elude Very unpleasant Grim Disastrous To scavenge To avoid through trickery To flow Great respect and admiration
COMPARE YOUR ANSWERS: Calamitous Disastrous. Reverence Great respect and admiration. To elude To avoid through trickery. Grim Very unpleasant. To scavenge To eat whatever can be found. To flow The movement of water (in a river for example).
All the words below can be heard in the first 20 minutes of the video. Watch carefully and number them in the order in which they appear. To bag someone/something Compassion Prestige Noble Reckless to track someone/something Calamitous Reverence To elude Grim To scavenge To flow
THE CORRECT ORDER OF NEW VOCABULARY: 1. Noble 2. To track someone/something 3. To bag someone/something 4. To elude 5. Calamitous 6. Grim 7. Compassion 8. Reverence 9. Prestige 10. Reckless 11. Scavenge 12. Flow Did you understand the new vocabulary when hearing it in the context of the video?
The answers to the following questions can be heard between 20 and 25 minutes into the film. Watch carefully and note the answers. What might cause a tiger to become a man-eater? Roughly what proportion of tiger cubs live for longer than a year? What purpose do the spots on the back of a tiger cub s ears serve? Tiger stripes are compared to what human feature? How long do tiger cubs live with their mothers? How does a tiger mark its territory? What makes tigers such good swimmers? When do tigers usually hunt?
COMPARE YOUR ANSWERS: What might cause a tiger to become a man-eater? Old age, sickness, injury, loss of habitat. Roughly what proportion of tiger cubs live for longer than a year? 0.5 What purpose do the spots on the back of a tiger cub s ears serve? To escape attack. Tiger stripes are compared to what human feature? Fingerprints.
COMPARE YOUR ANSWERS: How long do tiger cubs live with their mothers? 18 months. How does a tiger mark its territory? Spraying urine, scratching trees. What makes tigers such good swimmers? Webbing between their toes. They have webbed feet (like a duck). When do tigers usually hunt? Between dusk and dawn.
Watch the last 15 minutes of the film and make notes to help explain the following: Jim Corbetts transformation from hunter to conservationist. Modern day threats to the Indian tiger population Attitudes to tigers in modern day India.
Jim Corbetts transformation from hunter to conservationist. His admiration and love of tigers. He became aware that the tiger population was under serious threat. Modern day threats to the Indian tiger population Loss of natural habitat due to India s expanding population. Attitudes to tigers in modern day India. Indian people see the tiger as a symbol of their country.
DISSCUSION QUESTIONS: Are there any endangered animals in Poland? Are there any national parks in Poland? What is your attitude to zoos? Are they a good thing? Is hunting common in Poland? What are your views on it?
REVIEW OF FUTURE FORMS
GOALS AND OBJECTIVES OF THE LESSON: To clarify the meaning, form and pronunciation of future forms. To practice the target language in a communicative free setting.
READ THE CONVERSATION BELOW AND CHOOSE THE BEST FUTURE FORM IN THIS CONTEXT. JAMES: Richard, how re you doing? RICHARD: Fine, yes. Yourself? JAMES: Yeah, good. Busy. RICHARD: I m sure. Listen, the reason I m calling is (a) I ll take / I m going to take my nephew Sam to his first football match on Saturday. United (b) are playing / will play City, as I m sure you know. I just wondered if you fancy coming too? JAMES: I d love to ah, but I ve just remembered (c) we re having / we ll have lunch over at my mum s on Saturday, so it depends on the time RICHARD: Well, (d) it s going to start / it starts at five I ve just phoned to check.
JAMES: Five o clock? Hmm that means I d have to leave about half three yeah, I m sure Mum (e) doesn t mind / won t mind if I (f) leave / will leave then (g) I ll tell / I m going to tell her it s something really important. I m sure (h) she ll understand / she s going to understand. RICHARD: Well, what could be more important than going to your first football match? JAMES: Exactly. By the way, have you thought about how to get there? (i) Are you going to take / Do you take the train like we did last time? RICHARD: No, I ve decided (j) I m going to drive / I ll drive. It s easier with my nephew. My sister (k) drops / s dropping him at my place around three, so that we ve got plenty of time. (l) I m going to pick you up / I ll pick you up from your mum s if you like.
JAMES: That would be great. About what time? RICHARD: We d better leave about four, in case the traffic (m) is / will be bad. JAMES: Yeah, it s (n) likely to be / unlikely to be pretty busy, I guess. I tell you what, give me a call just before you (o) leave / will leave for Mum s. RICHARD: Yeah, that s a good idea. Speak to you then. JAMES: Yeah, see you on Saturday.
COMPARE YOUR ANSWERS: a) I m going to take h) she ll understand b) are playing i) Are you going to take c) we re having j) I m going to drive d) It starts k) is dropping e) won t mind l) I ll pick you up f) leave m) is g) I ll tell n) likely to be o) leave
WILL - A DECISION MADE AT THE MOMENT OF SPEAKING EXAMPLE: I will call you after lunch. - A PREDICTION ( NO EVIDENCE ) EXAMPLE: I think England will win tomorrow.
GOING TO - A PLAN FOR THE FUTURE: EXAMPLE: I m going to buy a camera tomorrow. - A PREDICTION ( WITH EVIDENCE ) EXAMPLE: Look at those big black clouds. It s going to rain!
PRESENT CONTINUOUS - AN ARRANGEMENT FOR THE FUTURE: EXAMPLE: I m seeing the doctor on Monday. (I have an appointment) NOTE: We use present continuous with definite arrangements! We use present continuous if the main verb is go. I m going (to go) to the cinema tonight.
PRESENT SIMPLE - A TIMETABLED ACTION IN THE FUTURE: EXAMPLE: The film starts at eight o clock. The train leaves at five o clock.
FUTURE CLAUSES ( IF, IN CASE, WHEN ETC.) Present Simple is used in future clauses which are introduced by words such as: After, As soon as Before If In case Once When Unless Untill EXAMPLE: As soon as you finish, phone me! Take an umbrella in case it rains!
DUE TO Due to + Infinitive is used for timetabled/scheduled future events: EXAMPLE: The plane to Moscow is due to take off in 20 minutes.
BE ABOUT TO Be about to + Infinitive is used for actions which will happen in the immediate future: EXAMPLE: The train to Warsaw is about to leave.
PRACTICE 1. Richard George this afternoon.(meet) 2. I think it soon.(rain) 3. Maybe I Rome one day.(visit) 4. What time on Thursday?(leave/you) 5. Who Wimbledon this year? (win) 6. I'm sure your driving test tomorrow. (not fail) 7. I my sister at the weekend. (visit) 8. Don't touch that cat. It you. (bite) 9. Chris for a meal tonight.(come) 10. Look at those clouds, it.(rain)
Compare your answers 1. Richard is meeting George this afternoon. 2. I think it will rain soon. 3. Maybe I will visit Rome one day. 4. What time are you leaving on Thursday? 5. Who will win Wimbledon this year? 6. I'm sure you won t fail your driving test tomorrow. 7. I am visiting my sister at the weekend. 8. Don't touch that cat. It will bite you. 9. Chris is coming for a meal tonight. 10. Look at those clouds, it is going to rain.
FUTURE PERFECT
IN PAIRS DISCUSS WHAT COUNTRIES IN EUROPE YOU THINK JOHN WILL VISIT.
France England Poland Germany Italy
Where will John visit in each country? Brainstorm in pairs. For example: In France John will visit the Eifell tower. Picture taken from http://commons.wikimedia.org
For example: In France John will visit the Eifell tower. In England John will visit Big Ben. In Italy John will visit the Coloseum. In Germany John will visit Brandenburg Gate. In Poland John will visit Panorama Racławicka.
What will John eat in each country? Brainstorm in pairs. For example: In Italy John will eat pizza. Picture taken from http://www.tapeta-jedzenie-pizza-francuska.na-pulpit.com/
For example: In Italy John will eat pizza. In England John will eat fish and chips. In France John will eat snails. In Germany John will eat sausages. In Poland John will eat pierogi.
What will John drink in each country? Brainstorm in pairs. For example: In Germany John will drink beer. Picture taken from www. lebomag.com
For example: In Italy John will drink wine. In England John will drink tea with milk. In France John will drink champagne. In Germany John will drink beer. In Poland John will drink vodka.
VERY IMPORTANT John is going to Europe for one month and has a special train ticket which means he can travel on any train on any day. Because of this he does not know exactly when he will be in each country. His holiday is very flexible. Complete the following sentence: By this time next month John pierogi in Poland. Using information from John s holiday write three more Future Perfect sentences.
FUTURE PERFECT By this time next month John will have eaten pierogi in Poland. will + have + 3 rd form Do we know exactly when John will eat pierogi in Poland? NO. now 1 month John will eat pierogi between now and one month from now. Maybe tomorow, maybe in one week or maybe in 3 weeks. Exactly when is not important!
FUTURE CONTINUOUS John will be eating pierogi at eight o clock tomorrow evening. will + be + ing Future continuous is used for an action in progress at a particular time. John is eating pierogi 6 o clock 10 o clock 8 o clock
FUTURE CONTINUOUS John is eating pierogi 6 o clock 10 o clock 8 o clock COMPARE: John is eating pierogi at 8 o clock tomorrow. (The meal will start at 8 o clock.) John will be eating pierogi at 8 o clock tomorrow. (The meal will be in progress at 8 o clock.)
PRACTICE 1. This time tomorrow, Julia at Morskie Oko. (sunbathe) 2. I can take you to university. I that way anyway. (drive) 3. When we get to Madrid, we half way across Europe. (drive) 4. Don't phone me between 6 and 7. We dinner then. (have) 5. Phone me after 7 o'clock. We dinner by then. (eat) 6. By the time you get home I the bathroom. I promise!! (clean)
Compare your answers 1. This time tomorrow, Julia will be sunbathing at Morskie Oko. 2. I can take you to university. I will be driving that way anyway. 3. When we get to Madrid, we will have driven half way across Europe. 4. Don't phone me between 6 and 7. We will be having dinner then. 5. Phone me after 7 o'clock. We will have eaten dinner by then. 6. By the time you get home I will have cleaned the bathroom. I promise!!
DESCRIBING A PROCESS / THE PASSIVE
GOALS AND OBJECTIVES OF THE LESSON: - to present vocabulary useful for describing processes using the lexical area of food and cooking. - To clarify rules of the Passive. - To describe a process using new vocabulary from the lesson and the Passive.
VERBS: Match the words on the left with the definitions on the right: to beat to carve to chop to combine to grate to grease to knead to mince to roast to stir to sift To press and stretch dough, usually used with making bread. To cook in the oven or over a fire. To divide into small parts by rubbing on a serrated surface, usually cheese. To coat with oil or butter. to grind food, eg. meat, into small pieces. A machine is often used to do this. To put two or more things together. To cut into small pieces, generally used with vegetables. To cut meat into slices. To mix quickly and continually, commonly used with eggs. To put (flour, for example) through a straining device in order to separate the fine from the coarse particles. To mix liquid ingredients by moving a spoon around in a circular motion
VERBS: Compare your answers: to beat to carve to chop to combine to grate to grease to knead to mince to roast to stir to sift To mix quickly and continually, commonly used with eggs. To cut meat into slices. To cut into small pieces, generally used with vegetables. To put two or more things together. To divide into small parts by rubbing on a serrated surface, usually cheese. To coat with oil or butter. To press and stretch dough, usually used with making bread. To grind food, eg. meat, into small pieces. A machine is often used to do this. To cook in the oven or over a fire. To mix liquid ingredients by moving a spoon around in a circular motion To put (flour, for example) through a straining device in order to separate the fine from the coarse particles.
PHRASAL VERBS: Match the words on the left with the definitions on the right: Boil down Boil over Cut off Cut up Eat out Eat up Peel off Slice off To cause liquid to overflow whilst boiling. To boil a liquid down to a thick sauce. To cut into pieces using a sharp knife. To shape or form by cutting. To eat until everything is finished. To eat away from home, usually in a restaurant. To divide or cut something from a larger piece. To remove the skin/rind/outer covering of fruit/vegetables etc.
PHRASAL VERBS: Compare your answers: Boil down Boil over Cut off Cut up Eat out Eat up Peel off Slice off To boil a liquid down to a thick sauce. To cause liquid to overflow whilst boiling. To shape or form by cutting. To cut into pieces using a sharp knife. To eat away from home, usually in a restaurant. To eat until everything is finished. To remove the skin/rind/outer covering of fruit/vegetables etc. To divide or cut something from a larger piece.
WHAT DO YOU KNOW ABOUT FOOD? Answer the following questions by choosing the correct answer A, B, C or D. 1. What word is used to describe rubbing cheese, fruit etc. Against a rough surface in order to break it into small pieces? A slice B chop C grate D shred 2. What word is used to mean that food is cooked slowly in water that is gently boiling? A roast B simmer C bake D fry Pictures taken from: www.simplyscratch.com www. betterthandormfood.com, the quiz taken from CAE Expert.
WHAT DO YOU KNOW ABOUT FOOD? Answer the following questions by choosing the correct answer A, B, C or D. 3. What do you add to food when a recipe tells you to season it? A salt and pepper B olive oil C tomato ketchup D vinegar 4. If you eat a dessert after your main course, you eat something: A B C D sweet bitter sour spicy Pictures taken from: www.faeriesfinest.com www. lovinlosing.com
WHAT DO YOU KNOW ABOUT FOOD? Answer the following questions by choosing the correct answer A, B, C or D. 5. When you are eating food, what should you do before you swallow it? A B C D digest it sip it carefully gobble it up chew it 6. Which of these kinds of food have a lot of vitamin C? A B C D meat and poultry rice and pasta fruit and vegetables oil, butter and margarine
WHAT DO YOU KNOW ABOUT FOOD? Answer the following questions by choosing the correct answer A, B, C or D. 7. Which word is used to describe old bread which is hard? A B C D rancid mouldy rotten stale 8. Which spice is used to make Indian and Mexican food hot? A B C D cinnamon chilli nutmeg saffron Pictures taken from: thehungergames.wikia.com www.pentagonpost.com
WHAT DO YOU KNOW ABOUT FOOD? Answer the following questions by choosing the correct answer A, B, C or D. 9. What would someone mean if they said that some meat had gone off? A B C D it is undercooked it is overcooked just taken out of the oven it is bad and you should not eat it 10. Which ingredients can you find in a fresh salad? A B C D beef, pork or chicken lettuce, cucumber and tomatoes lentils or beans rice or noodles Picture taken from: nutritionmythbusters.blogspot.com
WHAT DO YOU KNOW ABOUT FOOD? Compare your answers: 1. C 2. B 3. A 4. A 5. D 6. C 7. D 8. B 9. D 10.B Picture taken from: nutritionmythbusters.blogspot.com
MORE VOCABULARY Match the words on the left with the definitions on the right: Slice Covered with a green or black substance which grows on food which has been kept too long. Sour Bitter Poultry Mouldy A strong taste like black coffee or dark chocolate. Acidic taste e.g. a lemon. To cut something into thin flat pieces. Meat from birds such as chickens and turkeys.
MORE VOCABULARY Compare your answers: Slice Sour Bitter Poultry Mouldy To cut something into thin flat pieces. Acidic taste e.g. a lemon. A strong taste like black coffee or dark chocolate. Meat from birds such as chickens and turkeys. Covered with a green or black substance which grows on food which has been kept too long.
MORE VOCABULARY Now match these words on the left with the definitions on the right: Rancid Gulp Gobble up Starch Chew To drink something quickly. To bite food before swallowing. Describes old butter that is not fresh. To eat quickly in a way that is not polite. A white substance which is in food such as rice and potatoes.
MORE VOCABULARY Compare your answers: Rancid Gulp Gobble up Starch Chew Describes old butter that is not fresh. To drink something quickly. To eat quickly in a way that is not polite. A white substance which is in food such as rice and potatoes. To bite food before swallowing.
Fill the gaps with the following words. Use each word only once. rest stick heat pour stir bowl sift turn ingredients serve keep beat mixture break (1) for 8 pancakes. 150g flower Half a tea spoon of salt 125ml of milk Fat for frying 1 egg METHOD In order to avoid lumps, (2) the flour and salt into a (3) and make a hole in the middle. (4) half the milk into the hole and (5) the egg into it. (6) from the centre, slowly mixing in the flour from sides. Add the (7) of the milk and (8) the mixture so that everything is well mixed.
Fill the gaps with the following words. Use each word only once. rest stick heat pour stir bowl sift turn ingredients serve keep beat mixture break (9) a little fat in the bottom of a frying pan. Move it around so that the bottom is evenly covered. When the pan is hot, pour in a little of the (10). Cook for a minute or two, shaking the pan so that the pancake doesn t (11). When it is brown underneath (12) the pancake over and finish cooking. If you don t want to eat it immediately, (13) it on a warm plate in the oven. (14) with the topping of your choice.
(1)_Ingredients_ for 8 pancakes. COMPARE YOUR ANSWERS: 150g flower Half a tea spoon of salt 125ml of milk Fat for frying 1 egg METHOD In order to avoid lumps, (2)_sift the flour and salt into a (3)_bowl and make a hole in the middle. (4) _Pour half the milk into the hole and (5) break the egg into it. (6) Stir from the centre, slowly mixing in the flour from sides. Add the (7) rest of the milk and (8) beat the mixture so that everything is well mixed. (9) _Heat a little fat in the bottom of a frying pan. Move it around so that the bottom is evenly covered. When the pan is hot, pour in a little of the (10) mixture. Cook for a minute or two, shaking the pan so that the pancake doesn t (11) _stick. When it is brown underneath (12) turn the pancake over and finish cooking. If you don t want to eat it immediately, (13) keep_ it on a warm plate in the oven. (14) Serve with the topping of your choice.
A RECIPE In pairs write down one example of each of the following items: A FRUIT A VEGETABLE A KIND OF MEAT OR POULTRY A KIND OF ALCOHOL AN INSECT A KIND OF TOOL A CHEMICAL SUBSTANCE
A RECIPE Using your items (ingredients) write a recipe for a delicous meal. REMEMBER: Use at least 10 words from the lesson. ENJOY YOUR MEAL! PICTURE TAKEN FROM: blog.friendseat.com
THE PASSIVE
THE PASSIVE The passive is used: When we are more interested in the action (what happened) than the agent (who did it). EXAMPLE: Rice is grown in China. Six million christmas trees were sold last year in England at Christmas.
THE PASSIVE The passive is used: When we don t know who the agent is. EXAMPLE: A woman was murdered last night in the park. The world was made billions of years ago.
THE PASSIVE The passive is used: When we want to avoid saying who the agent is. EXAMPLE: You were seen at the cinema yesterday when you should have been at work. Parent to teacher: Not enough homework is being set.
THE PASSIVE MENTIONING THE AGENT - The agent is only mentioned if it is important to know who or what was responsible for the action. EXAMPLE: By is used to say who or what was responsible for the action. Titanic was directed by Steven Spielberg. With is used if the agent is an instrument. She was killed with a knife.
PASSIVE FORMS PRESENT SIMPLE Rice is grown in China. PRESENT CONTINUOUS Breakfast is being served. PAST SIMPLE Poland were beaten by England. PRESENT PERFECT My wallet has been stolen.
PASSIVE FORMS PAST CONTINUOUS The lion was being fed when it escaped. PAST PERFECT When we heard that the lesson had been cancelled, we were delighted. FUTURE SIMPLE My operation will be performed next week. GOING TO The criminal is going to be interviewed on TV. FUTURE PERFECT My son will have been told if he got the job by now.
MAKE AND LET IN THE PASSIVE They made me clean the bathroom every week. I was made to clean the bathroom every week. They didn t let me go to the football match. I wasn t allowed to go to the football match. LET becomes ALLOW when used in the passive.