| UNIT 3 | __ Reported speech (revision) & connectors |
INDEX
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| Grammar work |
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Download and print unit 3 materials.
Bring them to class next day. -
Watch this 7-minute videoclip with an
introduction to reported speech.
Remember you can show subtitles in English in YouTube (in this videoclip they work very well), but not when you watch it_offline. -
Revise these reported speech tutorials to refresh your memory
if you need to consolidate your previous knowledge. -
Use the MOUSE
to check how well you remember how reported speech works.
Do some of these exercises (do not forget to write your score and comments in your ):
- 6REPORT1.TUT — 26 questions, reporting verbs followed by a CLAUSE (S+V), V-ing, or Vto+inf
- 6REPORT2.TUT — 13 questions
- 6REPORT3.TUT — part I, questions 1-15
- 6REPORT4.TUT — part II, questions 16-36
- 6REPORT5.TUT — 3 exercises, 30 questions in all
- 6REPORT1.TUT — 26 questions, reporting verbs followed by a CLAUSE (S+V), V-ing, or Vto+inf
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Read this year's class notes about reported speech
and do the reported speech exercises in your photocopies with your classmates' and teacher's help. -
Voluntary homework: find a videoclip to help you remember how reported speech works.
Warning: it is impossible to find a short videoclip which explains all about the reported speech clearly. Try to find instead one that concentrates on specific points, or a longer one where you can point out an interesting sequence which can be useful for your classmates instead of watching the whole videoclip. If you manage to find one that you like, post the link in our virtual classroom forum, together with a short description or your opinion about how useful it is. -
Voluntary homework: make your own videoclip
Use these classnotes to make your own videoclip about one of the many things you need to know about of reported speech. There are two examples of short videoclips for the first part (introduction and deictics). -
Voluntary homework: videoclip review
Watch one of your classmates' videoclips and write a short review of its characteristics in our virtual classroom forum.
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Connectors of cause, result and purpose
Do this worksheet at home, and use the answer key to check your answers. -
Ask your teacher all your questions about the exercises in the worksheet.
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Pronunciation of
/I/ and /i:/.
Homework: read about how to pronounce these sounds in the classnotes about Spanish and English sounds. -
Basic classnotes about the difference between
/I/ and /i:/
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More advanced tips
about /I/ and /i:/.
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Identifying /I/ and
/i:/ sounds.
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a) Make a list of all the words that contain the sounds
/I/ and /i:/
in the text that your teacher will show you.
b) First, classify them in two lists.
c) Then, try and find words that can be confused if you mispronounce those two sounds. -
Reading: Texting while driving exercises 1 to 3
Do the exercises and write the score and comments in your
.
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Reading: Texting while driving exercise 4
Do the exercise and write the score and comments in your .
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Watch this videoclip if you think this is all a bit exaggerated:
_ In 2009, the Gwent Police Force in the UK produced this video as part of a new campaign directed at secondary schools to raise awareness of the dangers of texting while driving.
Listening
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Podcast + song: The Days, by Avicii
Print this worksheet and bring it to class next day. -
View the full materials worksheet
to do the activities in your worksheet:
- 1. Answer the question orally.
- 2. Check here the answer to question 1.
- 3. Fill in the gaps in the worksheet as you listen to the podcast
(from 0'35" to 7'50").
You can listen to the rest of this podcast online and download it from http://www.inglespodcast.com/), where you will find many other podcast lessons.
The podcasts are easy to download, so you can listen to them on your walkman or mobile phone while you are walking your dog, riding your bike, or travelling on the bus. This podcast: episode 121 - Common Collocations with KEEP, SAVE and GO – AIRC121, September 18, 2016, by Craig. - 4. Watch the videoclip of the Avicii - The Days song
- 5. Answer the question orally.
- 6. Read the lyrics to match the phrases in red with their meanings.
- 7. Check the answer to question 6.
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Download and print these Rephrasing exercises (3 pages).
Bring them to class next day.
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Revise these classnotes about yet / still / already
You can revise them at home again.
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Revise these classnotes about since / for / during / ago
You can revise them at home again.
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Do the
since / for / during / ago worksheet that your teacher will assign you
to find out if YOU need more practice with this.
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Do the Rephrasing exercises.
You can find the rephrasing exercises in the worksheet which you downloaded and printed, with your classmates' and teacher's help.
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Learning vocabulary.
Put a dictionary in your school bag and bring it to school next day. -
Choose a topic to learn vocabulary.
Find a topic related to one of these issues which is interesting for you and read some text about it on the Internet.
Choose a list of 10 words that are directly related to that topic.
Here are some sample topics on social issues (some have been crossed out because we already have a lot of exercises about those topics, so that we can add exercises about different ones next year):
friends and family- divorce
- abortion
- corruption
crime- urban life
- gender ideology
- animalist ideology
- woke culture
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Make a vocabulary exercise.
Write an example sentence with each word you chose. You can also write a short text if you prefer.
Highlight the new words in CAPITALS or using a different colour, or write up a separate list. -
Hand in your exercises for correction.
E-mail your examples to your teacher AFTER they have been revised and corrected in class.
He will turn your examples into an exercise and post it on this list of exercises.
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Choose and do an exercise from the list of vocabulary exercises.
E-mail a review of the exercise you did to your teacher. -
Write a letter to a newspaper, giving your opinion about one of the options below:
- Young people today are too worried about having fun, they should think more about what they want to do with their lives.
- We need stricter laws to stop people from using their mobile phones in dangerous circumstances, like driving.
- Young people never think that anything bad will happen to them when they take risks.
Additional instructions:
- Try to use some of these words: yet, still, already, for, since, during, ago; highlight them in red.
- When you finish your composition, leave it on the teacher's desk, and read a composition by another classmate.
- Try to find and correct mistakes. When you finish, leave it on the teacher's desk so that it can be corrected.
- If you do not understand something, ask the student who wrote it what they meant. That way they will learn why something can be difficult to understand.
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Listening_test
— Talking about last summer's holidays
Do the worksheet that your teacher will assign you for homework. -
Download_this worksheet about useful phrases for a debate.
It has a list of useful phrases to use in a debate, from http://www.esl-lab.com/,
a site where you can find lots of recordings for listening practice.
Here are a few more links you might find useful:
www.pg-berlin.de/profilenglisch/downloads/Useful Phrases for Debating.doc _
1.bp.blogspot.com/.../useful_debate_vocabulary.png _
es.slideshare.net/.../expressions-for-debate _
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Do this test on debating
Check how well you know some of the vocabulary and phrases that you will need to take part in a debate. -
Take part in a debate.
Most problems have no simple solutions, and there are no easy answers to global issues (i.e., big problems which affect everyone). When debating a hot topic (that is, a controversial one) you should always try to be polite to people who do not think like you do.
In groups of four, take turns to start a debate on one of the topics below. There are two contradictory opinions for each topic.
Instructions:- First, state your own opinion, and say if you agree with the people who have spoken before you. Try to include everyone
in the conversation, and be polite when taking the floor or interrupting.
- If you cannot persuade your classmates of your own opinion, try to find a balance between both positions.
- If you all agree, two of you should try to defend the opposite opinion, "just for the sake of argument".
Topics for discussion:
→ We should be making every effort to preserve wild life. If we continue destroying it, we will also perish.
→ Our priority should be fighting hunger in non-developed countries. People are more important than animals.
→ Traffic security is a top priority. Laws to prevent accidents should be stricter.
→ Traffic laws are systematically ignored. It is better to educate drivers and pedestrians.
→ We must control population growth because it will cause scarcity not only of raw materials, but also of food and water in the future.
→ The problem is not scarcity, but distribution: the rich countries should be willing to share the world's resources, not try to control them.
→ Education is the only way to achieve your dreams in life. A higher education is essential to become a complete human being.
→ Higher education is no longer a guarantee of finding a good job. Some famous and rich company owners like Steve Jobs did not have a university degree, but started a business when they were young, so it is better to start working as soon as possible.
→ Current state subsidies are not enough. Many people have lost their homes during the crisis and need more financial help.
→ Too many people are taking advantage of the state subsidies to live without working, or work without paying taxes. - First, state your own opinion, and say if you agree with the people who have spoken before you. Try to include everyone
in the conversation, and be polite when taking the floor or interrupting.
| Vocabulary work |
| Phonetics |
| Reading |
| Vocabulary work 2 |
| Vocabulary work 3 |
| Writing |
| Listening 2 |
| Speaking |