Class materials

Lesson 1- Introductions

Class 1

Asking questions-Web of me
Warm up- Fun Questions

• Why do you want to learn English?
• When did you last learn English?
• When did you last speak English?
• Where was the last place you visited where people spoke English?
• What are your goals?
• How often did you have English lessons at school?
• What would you like to focus on during these lessons?

Speaking:  Cultural differences

Listening: Listen to the start of this audio UK Culture: Manners

What do older people say about the younger generation?
What do the media focus on regarding young people?
What kinds of people does Mark interview on the street?
Why does he interview so many different people?
Explain in your own words what each person says

Do you agree with the last woman who says that manners are culture-specific? Can you think of any examples?

Video: cultural faux pas

cultural differences

national stereotypes

Verbs as adjectives

Adjective order

adjective order explanation
adjective order exercise


Class 2

Reading:  Bonuses for Botox 

listening cosmetic surgery

Speaking: 1. What are your feelings about a job that would force you to consider cosmetic surgery?

2. Should  older people step aside for the next generation to take control? Why/not?

Prepositions:

preposition exercises

adjectives and prepositions

Phrasal verbs

A Strange Noise in the Night ...

It was late (at / in) night when I heard the noise. I got (out of / outside) bed and decided to investigate. First, I went (into / in) the living room and kitchen. Everything seemed to be OK in those rooms. Then I heard the noise (again / over). It was coming from (out / outside), so I put (on / off) my jacket, opened the door and went (into / out of) the backyard. Unfortunately, I had forgotten to (pick up / in) a flashlight on my way (inside / out) the door. It was a dark night and there was a light rain falling. I couldn't see much, so I kept stepping (into / onto) things in the yard. The sound continued to repeat and was coming (over / from) the area (on / in) the other side (to / of) the house. I slowly walked (through / around) the house to see what was making the noise. There was a small table (in / on) the porch which was (next / near) to the wall. (On / To) top of this table was a bowl with some rocks (into / inside). A small mouse was trying to get (out / above) and was moving the rocks (around / through) the bowl making the noise. It was very strange, but now I could go back (in / to) sleep!

Grammar: Prepositions at the end of a sentence  click here

beauty

Class 3/ class 4

rammar: Phrasal verbs

Phrasal Verbs with Two Particles

Most phrasal verb combinations use one particle, but some use two. For example:

The thieves made off with the loot.
The project ran up against financial problems.
The car ran out of gas.
I’m coming down with a cold.
Lulu comes across as rather self-centered.
The children look up to their teacher.
Julia is going out with Ted.
These two students don’t get along with each other.
Look out for ice on the road.

Phrasal Verbs Can Have Several Meanings

To complicate things further, a given phrasal verb combination can have multiple meanings. For example, to make up has at least five distinct meanings:

The two friends had an argument, but they made up afterward.
I let the cosmetics saleswoman make up my face.
The children made up a story to explain why they were late.
I need to make up the exam I missed.
The housekeeper will make up the room.

And while to look over something is to examine it carefully, to overlook it has nearly the opposite meaning, suggesting carelessness. Aaargh!

Intransitive and Transitive Phrasal Verbs

Once you have learned some phrasal verb combinations, you then face the next hurdle:  where to put the direct object.

Some phrasal verbs are intransitive, meaning they don’t take a direct object at all. Examples include back down, catch on, come back, come over, drop out, get ahead, get away, get well, grow up, look alike, run away, watch out.

Identical twins look alike.
The robbers ran away when they heard police sirens.
Get well soon.

But many others are transitive, meaning they do take a direct object. The direct object can be a noun or a pronoun.

George developed a drinking problem and quickly ran through his money.
Lilia called to ask about the party; please call her back and tell her it’s at 8:00.

Inseparable and Separable Phrasal Verbs

Transitive phrasal verbs are further subdivided into two groups, according to where the direct object is placed: inseparable and separable.

With inseparable phrasal verbs, the direct object can only go after the particle. You can’t put anything in between the noun and the particle; they have to stay together. For example:

Burglars broke into the house. They broke into it.
(Not: They broke it into.)
The bully picked on younger children. The bully picked on them.
(Not: The bully picked them on.)

With separable phrasal verbs, if the direct object is a noun, there is a choice: the object can go after the particle, or it can go in between the verb and the particle. For example:

Clean up this mess! Clean this mess up!
She turned on the light. She turned the light on.

However, if the direct object is a pronoun, it can only go in between the verb and particle:

The students wrote down the assignment. They wrote it down.
(Not: They wrote down it.)
I pick up my daughter from school every day. I pick her up from school every day.
(Not: I pick up her.)

Climate Change and environmentalism



Speaking: The Future of our Planet

Language:  reporting verbs

Language: click here

http://newsvote.bbc.co.uk/2/hi/in_depth/sci_tech/2004/climate_change/default.stm

Grammar: Reported speech  

Indirect Speech (also known as Reported Speech) refers to a sentence reporting what someone has said. It is almost always used in spoken English.

If the reporting verb (i.e. said) is in the past, the reported clause will be in a past form. This form is usually one step back into the past from the original.

For example:

• 
  She said her job was interesting.
• She said she went to the library each day.
• Our new colleague said he spoke French every day.

If simple present, present perfect or the future is used in the reporting verb (i.e. says) the tense is retained. For example:

• She says that her job is interesting.
• She says that she goes to the library each day.
• Our new colleague will say that he speaks French every day.

If reporting a general truth the present tense will be retained or even the future tense can be used. For example:

• She said that her country is very beautiful.
• They said that trust is vital for any business.
• My wife said that she will always love me no matter what.

Now read the following story and find the indirect speech expressions in italics.

"Say it again"

"I'm just popping out to put the car away in the garage. I've left it in the road." — I told my wife that I just was popping out to put the car away in the garage as I had left it in the road. "You be careful. Remember you've had a lot to drink and the police are having a particular purge at the moment in drink driving." — She told me to be careful and reminded me that I had a lot to drink and that the police have a particular purge at the time on drink driving. She is very law-abiding, my wife.

I shut the front door and as I walked down the garden path, I noticed someone standing by the car. It was a policeman. "Very pleasant weather for the time of year." — He pointed out the pleasantness of the weather for the time of year. "Oh er - yes. Absolutely". I hesitated and agreed wholeheartedly. "Is this your car, sir". — He asked me whether it was my car.

"Yes, indeed" I affirmed confidently. "Don't see many of this particular make often. I've sometimes thought of buying one myself." — He reckoned that youdid not often see many of that particular make. He sometimes thought of buying one himself. "Oh, really". I expressed interest in his comment.

"What is this man up to? Is he trying to lure me into starting up the car so that he can then breathalyze me?" — I asked myself what that man was up to and wondered whether he was trying to lure me into starting up the car so that he could then breathalyze me. "But then I doubt I could afford it. Cost a fair amount, I expect?" — Then he doubted whether he could afford it and conjectured that it it had to cost a fair amount. "I picked it up quite cheaply actually. It has done a lot of miles, you see." — I explained that I had it picked up quite cheaply because it had done a lot of miles. The man was beginning to get on my nerves. Why didn't he just arrest me for intent to drive a motor car while under the influence of drink?

Listen to this BBC report and then present back what was said: Bull Power

global warming dicsussion

Watch Global warming video

Answer:

1. What has happened in the Artic Ocean over the past 25 years?
2. What can be seen in Alaska?
3. What is happening in Antartica?
4. What is happening in the Himalayas?
5. What is happening in the Andies?
6. What is happening in California?hat are the other effects of Global warming?
7. What are the other effects of Global warming?
8. What has happened in the past 5 years?
9. What is the biggest problem that causes global warming?
10. What happened in Kingston, Tennessee?
11. Describe the coal ads...
12. Describe the clean energy ads...

Class 6

Using Measure Words

measure exercise

Reading; inspiration and motivation

idioms/discourse markers

speaking/reading... successful business

vocabulary/expressions

Video - Elizabeth Gilbert, success

1. Why was she afraid of writing a book after 'Eat, Pray, Love'?
2. What was the beginning of her writing career like?
3. What does she feel is the connection between success and failure?
4. What is her final advice to someone who experiences great failure or success in their life?