miércoles, 7 de diciembre de 2011

The Origins of 7 Superstitions

Superstitions are a very traditional lesson in all English courses. That's English! students specifically study superstitions in Module 6 unit 7 of the Intermedio 1 year.

Neatorama has published an article to explain the origin of the 7 British superstitions listed below. As they say, whether you’re superstitious or not, discovering the origins of these common beliefs is a fascinating look at religion and human psychology.

Friday The Thirteenth
Breaking A Mirror Causes Seven Years Bad Luck
Knock On Wood
Black Cats
Walking Under A Ladder
Throwing Salt Behind Your Shoulder
Lucky Rabbit’s Foot

Anecdote: A friend

This is another MacMillan video to illustrate the use of anecdotes in the English class.

Today's anecdote is about a friend who is very different from you.

First of all, listen to Laila talking about her friend. Answer the questions below to check your comprehension.


1 What’s Laila’s friend’s name?
2 When and where did they meet?
3 What was Michelle’s opinion of Laila?
4 What was Laila’s opinion of Michelle?
5 In what ways is Michelle different from Laila?
6 In what ways are they similar?
7 How often do they see each other now?
8 What does Michelle do?
9 When did they last see each other?
10 What did they do on that day?

Now it's over to you. If possible, get together witn an English-speaking friend or relative and talk about a friend who is very different from you. Use these questions as a framework to tell your anecdote.

What's your friend's name?
Where and when did you meet?
Why did you become friends?
What opinion do you have of each other?
In what ways are you similar and different?
How often do you see each other now? And in the past?
What do you usually do together?

Key:
1 Michelle 2 Five years ago at Cardiff University 3 She was funny 4 She was quirky 5 Michelle is very athletic, she swam for her county, she loves red wine, she’s flaky (=a bit irresponsible) so she may not turn up if you have decided to meet 6 They are outgoing, sociable, they like a good party, they speak their mind (=they are frank) so they have their ups and downs although they never fall out (=argue) 7 Once every six months 8 She’s a high-powered solicitor in another city 9 On Laila’s birthday 10 They wanted to go to a Banksy exhibition, but they changed their mind because it was all sold out and went to a mug painting place, where they both made a mug







martes, 6 de diciembre de 2011

Speakout Upper-intermediate: Reading habits (stories)

Do you read much?
What was the last book you read?
What’s your favourite book?
Which fictional character would you most like to be, or meet?

These are the questions answered by the people interviewed in this new video podcast from Longman's Speakout.

Listen carefully and note down what each person says.



Now, answer the questions for yourself.

You can read the transcript here.

The Big Challenge

The Big Challenge means fun. The Big Challenge  means competition. The Big Challenge puts our English skills to the test.

Básico 1 and Básico 2 students will greatly benefit from this website which prepares ESO students in Spain for the big day on 10 May 2012, although learners of all levels can give the site a try and will really enjoy it.

There are four different levels of difficulty, and three modes within each level (training, normal, fast). Each test consists of 21 questions which include grammar, vocabulary and pronunciation.


H/T to Ani Anievas.

lunes, 5 de diciembre de 2011

Words in the news

Words in the news is a section of BBC's English Learning Site.

They have a regular feature called Video Reports, where they use short video clips to help English learners develop vocabulary which has come up in recent news stories, while showing students how these words are pronounced and providing exercises so that students can learn the new words and expressions faster.

Students at an intermediate level will greatly benefit from the Video Reports in Words in the news.

Writing workshop 09: Organization

Organization

We have ideas, we have thoughts and we have strong feelings. We need to arrange all this in order and not to be chaotic.

Beginnings
We must avoid weak beginnings: the composition lacks an introduction, lacks a paragraph that introduces the topic and justifies why we are writing about that specific topic. Many times we start writing in the middle.
We must always remember to put ourselves in the readers’ position and give them all the information they need to understand our ideas. We must always put the readers in the picture and give them enough information to understand what we are saying, and explain why some names or situations are relevant to the topic.

Endings
More frequently, the composition has no real ending because we do not know how to finish it, so we just finish writing.
A good ending relates to the whole of the composition. The last paragraph is usually a conclusion of the main points we have dealt with before. A good ending ‘wraps up’ the subject, and the reader must feel that the last paragraph is effectively the end.
Therefore, we must avoid introducing new ideas in the last paragraph and avoid continuing with the idea we have discussed in the last paragraph.
Remember that one way to get a good ending is to think how to end before we start writing, and always keep the best to the last.

Alternatively, here’s another technique to finish your compositions:
-Start a new paragraph.
-Write In conclusion, To conclude, To sum up or In short.
-Repeat the main ideas you have said before, but in a much shorter way and always being careful to change the words you used before.

Rambling
We must avoid rambling when writing: Rambling implies that we don’t know where we are going, we have no direction, no reason for writing. Rambling is like running free, without control, moving from subject to subject randomly. Rambling results in linear writing, where one sentence suggests the next sentence, which suggests the next sentence, and so on.
We do not want rambling in our compositions.

We must be careful with digressions when we write, and the best way to do so is carefully plan what we are going to write through notes and write draft after draft until we are happy with the content.

Confused writing
Confused writing, on the other hand, has many things to say but does not group the points and deals with them one by one in good order. Confused writing keeps coming back to different aspects of the same point again and again, like a disorganized spider.
When we talk we usually go back to what we were saying five minutes before, or we suddenly remember something we had forgotten to mention or there’s something we must say now before we forget it. This is not on when writing. Composition means ordering and organizing the disorganized thoughts of our mind.
There are some signs that announce that our writing is disorganized:
-Information in brackets.
-No paragraphs.
-Some expressions like As I said before (repetition), By the way (sudden thought), Anyway (returning to a previous point).

There are some strategies we can implement to prevent confusion:
-You have something you want to say and know what it is. You have an end in mind.
-The thinking must be done during the planning or during the first draft.
-Never start writing straightaway.
-Get all ideas and illustrations, examples and evidence before writing.
-Use your notes to group points together, throw away what you don’t want and decide the best order for the points.
-Start writing your first draft.

Time division
When preparing for an English exam, sooner or later you will have to write compositions in exam conditions. If so, remember not to use a dictionary and divide the time as suggested:
Thinking time: 5 minutes
First draft: 15 minutes
Second and final draft: 10 minutes
Final check: 5 minutes

This blog post is a summary of chapters 9 and 10 of Feedback, Cambridge Universtity Press, an intermediate writing course.

domingo, 4 de diciembre de 2011

Love for Music

Self-study activity:
Watch this four-minute video featuring Alina Ibragimova, a young Russian-born violin player, who has taken part in the series Britain through my eyes, where a number of immigrants to the UK talk about their feelings towards their adopted country.

What do the following figures refer to?
four or five
six
three or four
eleven
eight and ten
fourteen

What did Alina's father do?
What does Alina like about British schools?
How does she feel in Britain as a violin player?



You can self-correct yourself by reading the transcript here.
This is Britain through my eyes.
For me, classical music, it's life. It's not work.
Today, I think England is one of the strongest classical music places.
You look at Time Out magazine...
...and you have, I don't know, four or five events that you really want to go to.
It's incredible, the amount of different directions you can go.
The first memory, I think I was six and I played in the Bolshoi Theatre, a big hall with an orchestra.
And I played, I think, every year for three or four years.
I wasn't nervous, particularly.
It was, of course at the age of six, you don't realize that the Bolshoi Theatre is important.
So, it was easy. It was fine.
My father got an invitation to play in the London Symphony Orchestra.
So, we all decided to move to England, which of course was a big step for everyone, I think.
My mother or me, we didn't even see the house we were going to live in at that time. We just turned up.
So, I went to a music school, the Yehudi Menhuin School.
And I auditioned and got in at the age of 11...
And of course, as every other child, I loved to perform but not to practice.
And the Menhuin School gave me the ground to decide which way I wanted to go.
It's funny. It seems so much smaller.
Okay, after you. Here we go.
It's incredible to be here again.
Sounds nice!
It was a very intense time here.
You have to do your practice,...
...you have to do chamber music, orchestra, music lessons, academic lessons.
It's a lot.
This is where my old violin lessons were.
I was here mostly between eight and ten every day so, what's that? 14 hours.
It was tough but I can't think of a better place I could have gone to.
I studied with Natasha Boyarsky who is a renowned violin teacher.
She's wonderful.
I mean, she's strict; she makes you very disciplined...
...but you very much feel it's practicing because I want to make it better, you know;...
...not because I've been told to; because I have to do this amount of time every day.
What I think is wonderful in this country is that in every school you get at least a very basic knowledge of music.
So, most children will have played an instrument at some point.
Everybody knows what it's like...
...and that's, I think, very impressive and it doesn't happen also in many places and it's great to see that.
I'm sure it has a lot to do with the fact that there are so many people from so many different cultures here...
...because I don't feel this conservative thing that I feel in other places with listening to something new.
What's incredible in this country is whatever you do, you know that it will be welcomed and respected.
And it gives you that kind of freedom on stage that you wouldn't otherwise have.
That's why when I come and play, I feel like I'm home;...
...I feel like I can explore in any direction I want and experiment.
And that's a great feeling and that's very special.