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Important dates
22/10/2014: Listening test
26/10/2014-2/11/2014: Autumn break
3/12/2014: Listening test
21/12/2014-4/1/2015: Christmas holiday
3/6/2015: Final class
Warm-up: Homophones
What are homophones?
Words that sound the same but have different meanings and often different spellings.
Can you give an example?
be and beethrough and threw
How does the exercise work?
which and witch their and there
Warm-up: Homophones
1. Due – dew (2. small drops of water that form on the ground during the night)
2. Court – caught3. Muscles – mussels4. Beach – beech (a large tree with smooth grey bark and small nuts)5. Vain – vein 6. Air – heir7. Suite - sweet8. Allowed – aloud9. Sow – sew – so10.Rain – reign – rein11.Choose – chews12.Serial - cereal
Warm-up: Homophones
Want extra help?
Want extra help?
Unit 1Talented
I’m not really convinced
..\Class audio\Listening fragments\English Unlimited CD1\01 Nummer 1.wma
1. Derek’s started playing golf. He doesn’t enjoy it.
2. Jennifer’s read the article. Derek hasn’t.
3. Jennifer seems to be convinced. Derek isn’t sure.
I’m not really convinced
..\Class audio\Listening fragments\English Unlimited CD1\01 Nummer 1.wma
1. It’s not a new idea. Also, practice isn’t everything: talent is important, too.
2. He’s not really convinced by the idea3. It makes sense. He hadn’t thought about it in this way before.
SpoilTo make something less enjoyable
I’m not really convinced
The whole picturethe most important facts about a situation and the effects of that situation on other things
You're just taking into account Melissa's views of the situation but of course that's not the whole picture.
I’m not really convinced
I’m not really convinced
The whole picturethe most important facts about a situation and the effects of that situation on other things
You're just taking into account Melissa's views of the situation but of course that's not the whole picture.
PersuasiveConvincing (to persuade)
I’m not really convinced
Have a look at the summaries from a science website on p 118.
In pairs: discuss the articles.
Try to find a reason why these claims might be true.
Do you agree with what they say? Why or why not? Choose one theory that sounds very likely and one that sounds very unlikely.
Try to use the expressions you’ve just learnt.
I’m not really convinced
Likelihoodthe chance that something might happen
Does size matter?Is it important?
To speed recoveryMake you recover (get better) faster
I’ve always been good at
..\Class audio\Listening fragments\English Unlimited CD1\02 Track 2.wma
1. When she was a child2. When shopping and in her work as a civil engineer3. His university and his country4. A couple of hours5. Moving from place to place made her skilled at meeting new people.6. Running a social club for the elderly
Related: what do you call a place where old people live and are looked after?Retirement home or old people’s home
Present perfect simple
I’ve lost my keys. Where are they?Finished action in the past (I lost my keys), but with a result now (I can’t find them now).
I lost my keys while I was on holiday in Greece three years ago. Finished action in the past, but without a result in the present.
State verbs generally fall into 4 groups:
Emotion: love, hate, want, need...
Possession: have, own, want...
Sense: see, hear, smell, seem...
Thought: know, believe, remember...
State verbs
It sounds strange/unusual, that’s why it’s a slogan
State verbs
Present perfect simple
Present perfect progressive
Form:
Has/have + been + -ing
Use:1. Emphasise duration or repetition (focus on the action itself rather
than the result of the action)2. Activities that started in the past and that are still happening now
Often: both are possible and there’s only a difference in emphasis
Present perfect progressive
1. ’ve always been (c: ‘be’ is a state verb, so we use the simple rather than the progressive)
2. ’ve been doing (e: We could use the simple, but the progressive sounds more natural; you want to emphasise that it’s a regular activity; focus on the action rather than the result of the action)
3. ’ve completed (a) (focus on the result rather than the action)4. ’ve won (a)5. ’ve been advertising (e: We could use the simple, but the progressive
sounds more natural; you want to emphasise that it’s a regular activity; focus on the action rather than the result of the action)
6. ’ve given up (b) (focus on the result)7. ’ve become (b) (focus on the result)8. ’ve been experimenting (d) (you want to emphasise that it’s a
regular activity; focus on the action rather than the result of the action)
Present perfect progressive
More info and exercises:
http://www.englishpage.com/verbpage/presentperfectcontinuous.html
Present perfect progressive
Homework: p 131
Present perfect progressive: Conversation exercise
Read your question
Walk around and ask everyone your question
Try to use the tenses we’ve just talked about/we’ve just beentalking about.
Present perfect progressive: Conversation exercise
To exercise
Exercise
Two presentation tasks
1. Spoken production: a presentation based on an online audio/video source
2. Spoken interaction: a debate, a proposal or a role play
A presentation
PreparationOne week in advance you are informed about the topic you should give a presentation about (topic recently covered in class). Students prepare a short talk based on an online audio or video source.
Presentation (3-5 minutes)The presentation consists of a summary of the online source (or certain aspects of it highlighted). Visuals are not allowed, prompt cards are. Texts must not be recited or read off a page.
Follow-up (5-10 minutes) The presenter prepares a number of questions about the topic and asks the class about their opinion.
AfterwardsStudents post the link of their online source on the forum of the Cambridge online workbook.
A presentation
When?
Schedule: ..\Presentations\Schedule.xlsx
Interaction
One of the following three tasks: a) Debate: participating in a debate and defending one’s point of view
Subject to be agreed upon – related to the main topic of the lesson.
b) Collaborative task: preparing and presenting a proposalSubject to be agreed upon – related to the main topic of the lesson.
c) Role play: having a conversationSubject to be agreed upon – related to the main topic of the lesson.
These tasks will be set at regular intervals as part of the main lesson.
What is glossophobia?
Glossophobia or speech anxiety is the fear of public speaking or of speaking in
general. The word glossophobia comes from the Greek γλῶσσα glōssa, meaning tongue, and φόβος phobos, fear or dread.
Stage fright may be a symptom of glossophobia. (Wikipedia)
Presentation Task
In groups of three:
How do you feel about public speaking? Do you suffer from stage fright? Do you know any tricks to overcome stage fright?
Tell each other about past and present experiences: presentations you had to give at school, university or at work?
Presentation Task: 5 Things Every Presenter Needs To Know About People
https://www.youtube.com/watch?v=WJUblvGfW6w
..\Audio and video\5 Things Every Presenter Needs To Know About People.mp4
Listen to the presentation and take some notes that will help you to summarise the presentation afterwards
Presentation Task: 5 Things Every Presenter Needs To Know About People
Try to reconstruct the talk with the help of these drawings
Presentation Task: 5 Things Every Presenter Needs To Know About People
1. People learn best in twenty-minute chunks (our attention span is limited) ( a chunk: a large amount or part of something)
2. Multiple sensory channels compete: if you have complicated information for people to look at or read, they won’t be listening to you at all (do you really need the slides?)
3. Pay attention to non-verbal communication: voice, hand movements...(think about how you’re saying what you’re saying)
4. Call people to action (or at least, try to engage the audience)
5. People imitate your emotions: show how you feel about your topic
How to overcome stage fright?
The science of stage fright (and how to overcome it) - Mikael Cho
https://www.youtube.com/watch?v=K93fMnFKwfI
Homework
Online workbook:
p 131: Grammar reference and practice
