class update 24/2

Hi everyone and sorry for the delay. See you tomorrow

SPEAKING	Warming: we talked about things that we can do to save the planet.
LISTENING	-
READING	-
VOCABULARY	We've seen new vocabulary about compund nouns and adjectives. We've done the exercises 2a and 3b of page 84.
WRITING	-
GRAMMAR	-
OTHERS	We've got to have done the preparation for the oral project
HOMEWORK	page 85 we've to do exercise 6a writing 5 sentences using compound nouns to explain how women and men behave differently

Men's brains and women's brains.

Hello everyone.
This video isn't made for students, but a colleague of mine has prepared an activity sheet which has a glossary to help you.

Unit 8C

Difference between Men’s Brains and Women’s Brains:

An American comedian gives his “take” on the difference between men and women’s brain and the practical implications when they relate or live together.

Link to video:

https://www.youtube.com/watch?v=SZ6mVumHY9I

Before You Watch

1.    Vocabulary The following words or expressions may be new :

·         basement (n.) = bottom floor of a building; cellar

·         particular ( adj.) = specific

·         aware (adj.) = conscious or cognizant of

·         subject (n.) = topic, theme

·         wire (n.)= metal in the form of a thread or thin rod (alambre)

·         upbringing (n.)  = family teaching and training of a child; “educación” in the non-academic sense

·         nun(n.) = religious sister in the Catholic church

·         brain-dead ( adj.) = without any activity in the brain

·         unwind ( v.) = relax, free one’s self of stress

·         nuts ( adj. / coll.) = crazy

2.   Think about the following points:

-       Have you heard or read anything about the difference between men and women’s brains?

-       Do you think that men and women are innately quite different in terms of the way we use our brains or do you think it’s mainly a question of individuals and the differences are exaggerated?

First Viewing

Now read the following sentences. Listen to determine which sentences are true of men, which are true of women and which are true for neither according to the comedian. Write M, W, or N.

1.    Their brains are made of a big ball of wire.     _____________

2.    Their brains are made of little boxes that don’t touch each other.  ________

3.    Their brains are made of big boxes that connect with each other. _________

4.    They close the little boxes of their brains very carefully. _______

5.     Their brains are like internet super-highways driven by emotional energy. _______

6.     Their brains are like race cars driven by sexual energy. ____________

7.    They tend to remember everything.   _________

8.     They don’t care about many things.   __________

9.      Their favourite box is the “nothing box.”  ________.

10.  Their favourite box is the “people box.”  _________.

11.  Their minds never stop working. ________

12.  They handle stress by not thinking or talking.  _______

13.  If they don’t talk when they have a problem, they will explode.  _______

14.  If you give them advice, they will become loving and appreciative.  _____

15.  They think that they are supposed to fix things.  _________

16.   When they are stressed, they have to do a physical activity.   ____ 

Second Viewing Answer the following questions.

1.    What is the main rule for men’s brains?

2.     What are some things that most annoy men about women?

3.    What kind of school did the comedian attend when he was young and what teacher does he remember?

4.      According to the speaker, what happens when you connect an event to an emotion?

5.    What thing about men most drives women crazy?

6.    What are two “brain-dead” activities that men love to do?

7.    What are 2 or 3 things men typically say to women?

8.    What are 2 or 3 things that women typically say to men?

Language Focus

Complete using the gerund or the infinitive of the verb in parenthesis. If there is no verb, add a logical verb in the right form.

1.    Men close their boxes ____________ (be) very careful  ____________________ ( touch- neg.) any other box.

2.    Women tend _____________ ( remember) everything.

3.    Women’s brains never stop _________________. ( work)

4.    Nothing makes a woman more irritated than ______________ ( see) a man______   nothing.

5.    Men don’t understand that women just need ______________ about their problems.

6.    They just want the men ____________________.

7.     Men avoid ____________ when they have problems or are stressed.

8.    They refuse ________ anyone come into their “nothing box.”           

class update 22/02

Hi everyone¡¡

SPEAKING	We've compared our answers from the homework about Gender Quiz
LISTENING	-
READING	-
VOCABULARY	We've seen new vocabulary to correct our homework about compund nouns and adjectives.
WRITING	-
GRAMMAR	Quantifiers. We've made exercise 5a of page 83, and also other exercise from the dvd working in pairs
OTHERS	Tom has hanged on the blog links about "each" and "every"; and also "either" and "neither". We've got to make groups for the oral project as much as four people.
HOMEWORK	page 83, exercise 6 (we've got to send it to Tom by email)

See you wednesday¡¡

Quantifiers explained.

One of the drawbacks of presenting all these quantifiers together is the overload of rules for each different case. My colleague Sheila has drawn up this infograph to help clarify it for you. I'm sure you'll find it useful. Thanks, Sheila.

Class 17/02/2016

Hi classmates,

SPEAKING	-Warmer: We talked about news nowadays, politics, sports…
LISTENING	-
READING	-
VOCABULARY	-Vocabulary to talk about behavior. Compound nouns/adj.  We did an exercise from the DVD
WRITING	-
GRAMMAR	Quantifiers. We did exercise 3 and one exercise from the DVD too
OTHERS	At the end of the class, we worked in pairs in order to decide which sentences (from a photocopy) were grammatically right and which ones were wrong and after that, we bet for them.
HOMEWORK	- ex. 1a+c, page 84

Have a good weekend!!!

Practice quantifiers playing Space Invaders.

Hello, everyone.
This post comes with a health warning. This game is addictive! 
Practice quantifiers, (each every, [n]either, both), playing Space Invaders.

https://elt.oup.com/student/oxfordenglishgrammar/basic/oegc_basic_section12/basic_section12_03?cc=global&selLanguage=en

Let me know how you do.
Tom.

Progress Test II

Hello, everyone.

Here is the information you need to be aware of for our 2nd progress test. Please read it carefully, and if you have any questions I'll be happy to answer them in class.

Best regards.

Tom.

Progress Test 2

LX groups - X02 marzo

MJ groups - J03 marzo

V groups -   V04 marzo

S groups -   S05 marzo

The marks breakdown is as follows..

Final exam (compulsory) = 40%

Progress Test 1               =   5%

Progress Test 2               =   5%

Participation                    = 10% (self-explanatory - in class, on your blog etc)

Oral Project                     = 10%

Written work, tasks, homework = 30%

Points to note:

1. The dates for progress tests are fixed.

2. The exam is worth 5% but you cannot fail on the grounds that you missed a progress test.

3. There is not an opportunity to do it in another class or on another day

Hi classmates!

SPEAKING	-Exercise 1b and 2a on page 82. -Class exercise about have/get something done, we asked our classmates about things they have/get done, and we practice follow-up questions too.
LISTENING	-CD exercise 10a (how practical are you, household jobs).
READING	-
VOCABULARY	-Vocabulary, adjectives to talk about views and behaviour. -Techo= cealing. -Tejado= roof.
WRITING	-
GRAMMAR	-Have/get something done and household jobs.
OTHERS	-
HOMEWORK	-Quantifiers on page 83, exercise 3a-d and check e.

See you in class!

Sergio

Progress Test II

Yes, it's time for our second progress test, covering units 9 & 10. 
For you Monday / Wednesday students  the test is on Wednesday 02 March.
Start studying!
See you there.
Tom.

B2.1 10A To have/Get things done. Infograph

Hello, everyone. 
Here's an infograph I've drawn up which I hope will clarify any doubts. Notice the difference in how we use 'get' with reference to payment.
As usual, I'll be happy to clarify any doubts in class.
Regards.
Tom.

B2.1 10A To have/Get things done. Infograph

To have something done	Someone else does it, and you pay.
To get something done	Someone else does it, and you pay.
To get someone to do something (Notice the difference in structure. See p81 4B.)	Someone else does it, but you don’t necessarily pay.
To do something yourself	You do it, without any help

Class update 10.2.16

Hola a todos/as

Esto es lo que hemos hecho hoy en clase:

HABLANDO	-Personality review: hemos escrito las  principales características de una persona  bien conocida por cada uno y luego hemos comentado los calificativos entre nosotros: quién cómo y qué significa .
ESCUCHANDO
LEYENDO	Hemos leído y completado los vacíos del ejercicio 7A-10A con el uso de get y have y hemos contrastado entre nosotros las respuestas que hemos hecho.
VOCABULARIO	Hemos hecho el ejercicio 1-10B, estableciendo el sentido positivo o negativo de los calificativos empleados  en relación con las diferencias generacionales.
ESCRITURA	-Get Ready: Hemos hecho una lista de las tareas domésticas que hacemos nosotros, de las que pagamos para que se hagan y de las que pedimos a otra persona que las haga por nosotros; a partir del ejercicio 8-10A -
GRAMÁTICA	-Hemos avanzado en el uso de get y have a partir del ejercicio 7A -10A, aplicado a tareas domesticas.
OTRA S	-Hemos tratado de definir los calificativos de las diferencias generacionales de los jóvenes  según la opinión pública y según nuestra opinión
DEBERES	Para el próximo lunes 15 de Febrero hay que haber leído el artículo de la página 82 y completado el ejercicio 2a-10B.

Nos vemos el próximo lunes

Jesús