miércoles, 9 de noviembre de 2011

Saving a school

Self-study activity:
Watch this VOANEWS report about an old schoolhouse in the American state of Georgia and say whether statements 1-6 are true or false.

By clicking on the picture below you will be directed to the Voice of America site, where you will be able to listen to the story and read the accompanying transcript.


1 The School only has one room.
2 The building fell down recently.
3 In 1953 blacks and whites went to the same schools in US.
4 Harrington school has always been used as a school.
5 Julius Rosenwald was a philanthropist at the beginning of XX century.
6 Five thousand black children benefited from Rosenwald’s generosity.

Key:
1T 2F 3F 4F 5T 6F

martes, 8 de noviembre de 2011

Adjective game

Lowe level students (Básico 1 and Básico 2) can greatly benefit from the Sheppardsoftware site.

They will find in the language/art section of the site a number of online games which will help them in the process of consolidating basic grammar principles.

The main grammar areas that are dealt with in the section are adjectives, nouns, verbs, punctuation and capitalization.

The way the games are played is self-explanatory and those students wishing to try their hand at them will get the hang of it straightaway.

By clicking on the picture below you will be directed to the adjective game.


Students of all levels and ages will also enjoy the Sheppardsoftware site, as they will find at their disposal a collection of online games  of varying difficulty comprising areas like history, health, science, maths, and so on.

Speakout Upper-intermdiate: Downtime

How do you spend your free time?
How would you spend your free time differently if you had more time or money or opportunity?
What are the benefits to society of giving people more downtime or more holidays?

Watch another video from the Longman Speakout series and note down the way the interviewees answer the three questions above.



You can read the transcript here.

Now over to you. Get together with an English-speaking friend or relative and answer the questions for yourself.

lunes, 7 de noviembre de 2011

Writing workshop 05: Paragraphing

Whenever we write, we usually notice that the text is divided into several distinct parts: Paragraphs. 

A paragraph is something that we can see physically.  Paragraphs are always written away from the margins.
Paragraphs usually contain several sentences that develop one main idea, although it is possible, but very unusual, to have a one-sentence paragraph.

The fact that a text –or a composition for that matter- is divided into paragraphs helps us structure and convey our written message and helps the reader follow and understand it.

It is advisable to indent the first line of a new paragraph. That way, we make sure that the reader exactly knows that we have started a new paragraph. If we don’t indent a paragraph, we run the risk of the reader confusing the start of the new paragraph with the continuation of the previous one.

The philosophy is that each paragraph is about one main idea. This is generally accepted, and in general it is true. The main idea is usually written in the first sentence of the paragraph. The sentence –usually the first, I repeat- where the main idea is expressed is called topic sentence.

The rest of the sentences in the paragraph develop the main idea. They are called supporting sentences, and their function is support, expand the main idea. This is achieved through explanations, reasons, examples, a story or an anecdote.

To link sentences together within a paragraph and to relate one paragraph to the others we use connectors (or linkers or linking words), which we will be dealing with in another post entry.

The basic message here for us as composition writers is that whenever we feel we are moving on to a new point, we should start a new paragraph.

Here is a sample composition to illustrate the idea of paragraph division. In bold you will find the 'topic sentence' in each paragraph, and the underlined phrases and words are the connectors which link ideas together.

A career: image and reality
People imagine strange things about a ‘glamour career’. For example, of a business tycoon they think he is a lucky man as he can travel, he has a lot of money, a beautiful car, he lives in a villa with a swimming-pool. His life is busy with parties, galas, important anniversaries. Beautiful women fall at his feet, his friends are important people like movie and TV stars, politicians and men of the financial world. All he dreams can become reality.

This is very silly. In reality, a top business man has no private life. Reporters, journalists are always intruding on his life, the lights are always on his face. He has to work hard to maintain his power. He probably risks his wealth every day as he does business. Life is demanding: he has to be very intelligent to understand where the wind of affairs is blowing. Quite probably, the beautiful women he meets only want his money, jewels, furs, expensive holidays. He must have difficulties having normal relationships with people.

However, what constitutes the glamour of such a man is not only the reality, but the dream as well. Martinelli, in his book Portraits, says that the first money which Rizzoli managed to get for his firm was from a bank manager who believed more in the glamour of Rizzoli’s ideas than in the reality –because Rizolli had no money. So is a tycoon always tired of his glamour? I think not. I think the image of any powerful man is not simply false: it is also a part of his work and life.

Most of the ideas in this blog post are taken from Feedback, Cambridge University Press
Next week: chapter 6 of our writing workshop, 'Starting to write'.

You can read chapters 1 to 4 of our writing workshop by clicking on the Writing workshop tag on the right hand side.

How to write a CV

Intermediate English students, specially those who are preparing for an exam like the EEOOII intermediate cycle or FCE should make a habit of visiting the British Council Professional podcasts.

There they will find dozens of online listening activities about a variety of topics, ranging from technology, to medicine, to motivation and so on.

The activities have been structured in a straightforward and user-friendly way. We first have an introductory vocabulary activity, followed by the listening activity and, to round everything off, students can do some work on pronunciation.

A transcript is available, and everything -tasks, transcripts and audio files- can be downloaded.

Take, for instance, this activity on how to write a CV, which the English Weavers blog drew my attention to. You can do it online by clicking on the picture below. Or you can download the audio file from here, and download the acitvities to do them on paper from here.

If you wish to get more background information on CVs and covering letters, you may also find of interest these articles from the British Council site. If you decide to read any of the articles below, you have at your disposal a glossary of terms to help you out with difficulties in vocabulary.

CV and Cover Letter FAQ
Why a good CV and a good covering letter are important
Top tips for covering letters and CVs
Covering letters: the beginning, core and ending
Covering letter styles
Advice on covering letters
Tailoring your CV for different jobs
How to write a CV
Which CV format to use
What to include on your CV

domingo, 6 de noviembre de 2011

Driver Seat Game

A few weeks ago Digital Play informed about Driver Seat game  in their blog. This is what they said on their blog post.

Driving games can be fun and useful for practising directions, but most driving games are not suitable for class because they are too fast. Driver Seat game by the insurance company Liberty Mutual, however is different. It’s the first ‘senior driving simulator’ aimed at raising awareness of what it’s like to drive a car as you get older.

If you can play with a friend, Driver Seat game will allow you to practise street directions in English. Visit the Digital Play blog and you'll get detailed instructions on how to play.

If you are going to play on your own, Driver Seat game will allow you to develop your reading skills.

Making a first impression

We continue with our anecdote series, based on the idea of the Inside Out books, Macmillan Publishers. Today we are going to talk about someone who made an impression on us.

First of all, let's listen to a girl telling us about someone who made a big impression on her. Answer as many of the questions below as you can.


1 Who made an impression on the girl?
2 Where was the girl studying?
3 What subject did Jonis teach?
4 How old was he?
5 And the girl at that time?
6 What did he look like?
7 Who did he look like?
8 What did the girl find unusual about him?
9 What was the girl's question?
10 How did he react?
11 What did he reply?
12 What did he tell the girl in the second class?
13 How did they get on after that?
14 Why was he a good teacher for the students?
15 What does he do now?
16 When did she see him for the last time?

Now it's over to you. You are going to talk about someone who made an impression on you. Get ready to answer the questions below about the person you have in mind.

Who was it?
Where did you meet this person?
What was your first impression?
What/Who did he/she look like?
Did you notice anything special about him/her?
What did you talk about?
Did you find anything in common?
Has your first impression changed over the time?
How often do you see this person now?

Key:
1 A lecturer at university in New York, Jonis Cohen.
2 At the American Academy of Dramatic Arts.
3 He was the principal acting coach.
4 Thirty-five.
5 Twenty-five.
6 Casual, he had deep, big brown eyes and an infectious smile.
7 Tom Cruise, but a little bit taller.
8 How open and honest he was, telling the students about his life straightway and to interact with him, and he invited the students to ask him questions.
9 Why are you teaching and not acting?
10 He was stumped, he was surprised by the question and took a moment to answer.

11 He both liked acting and teaching, because he wanted to inspire students.
12 That he had been thinking about the question, he had been talking to his acting coach, who said ¨you´re teaching, which is an amazing skill not everybody could do that, you are being an inspiration, gaining a fresh perspective, this is an amazing thing, it´s a gift¨
13 Fine, both the two of them together and the whole class with him.
14 Inspirational, encouraging, pushing you, made the students try to improve, and he also praised students.
15 He’s still a lecturer in New York.
16 Three years ago.