BODY VOCABULARY

PASSIVES PRACTICE B1 LEVEL

This activity seems to be easy , but it has its difficulty, DON'T RELAX!!
You can check your answers with the keys in the comments section of this post.

(Parece un ejercicio fácil de pasivas, pero cuidado! comprueba tus respuestas en los comentarios de la entrada)

1. Change the following sentences into passive voice.

1. I know him.


2. His conduct will surprise you.


3. His failure disgusted his parents.


4. One must endure what one cannot cure.


5. They say that honesty is the best policy.


6. He had to pay the fine.


7. What does this box contain?


8. I want you to do this.


9. I expect you to help her.


10. Women like men to adore them.


11. One should help the poor.


12. The farmer grows vegetables.

NEW YORK CITY WEBQUEST

This activity is really amazing because although the students are not highly motivated in class you'll get excellent results. They'll discover wonderful facts about New York City. This actvity has been approved by the New York city to promote the City among students all over the world.
In this Handout you have all the instructions for the WEBQUEST Game. The winner will be the fastest and the students with the biggest number of right answers. Good Luck!

Este Webquest es fantástico para desarrollar la Competencia Digital en clase de Inglés, los alumnos unque no estén muy motivados con Inglés, disfrutarán investigando sobre la ciudad de Nueva York.

NY WEBQUEST

REPORTED SPEECH PRACTICE FOR 4 ESO + keys / Practicamos el Estilo Indirecto

1.- Translate the following direct sentences in Spanish into English; Then, change the English sentences into the Indirect or Reported Speech: / Traduce las frases del español al Inglés en estilo directo, después transforma las frases resultantes al estilo Indirecto.



For example:

* Tom: " no quiero comer fruta". (spanish & Direct speech)

1 step: Tom: " I don't want to eat any fruit" (English & direct speech)

2 step: Tom said that he didn't want to eat any fruit (English & Indirect/ reported Speech)

Sentences:

1. Martha: " estoy cansada y hambrienta"
2.El policía: " tú estás conduciento demasiado deprisa en esta autovía"
3. " Quiero ir a la playa ahora" dijo el niño.
4. Mi padre: " Tú no debes llegar tarde hoy"
5. " Si tu estudiaras, aprobarías" dijo el profesor.
6. Peter: " Yo salí ayer con mis amigos"

(you can check the right answer in the comments once you've done it by yourself)

PRESENT PERFECT (EXPLANATION AND ACTIVITIES)

The PRESENT PERFECT SIMPLE:

The present perfect simple expresses an action that is still going on or that stopped recently, but has an influence on the present. It puts emphasis on the result.

Form of Present Perfect:

[has/have + past participle]

Examples:

I have seen that movie twenty times.

I think I have met him once before.

There have been many earthquakes in California.

People have traveled to the Moon.

People have not traveled to Mars.

Have you read the book yet?

Nobody has ever climbed that mountain.

A: Has there ever been a war in the United States?B: Yes, there has been a war in the United States.

For irregular verbs, use the participle form (see list of irregular verbs, 3rd column). For regular verbs, just add “ed”.

Use of Present Perfect :

1.Puts emphasis on the result

Example: She has written five letters.

2. Action that is still going on

Example: School has not started yet.

3. Action that stopped recently

Example: She has cooked dinner.

4. Finished action that has an influence on the present

Example: I have lost my key.

5. Action that has taken place once, never or several times before the moment of speaking
Example: I have never been to Australia

TEST ABOUT PRESENT PERFECT ( LEVEL 1)

TEST ABOUT PRESENT PERFECT (LEVEL 2)

TEST ABOUT PRESENT PERFECT (LEVEL 3)

DOWNTOWN- vocabulary related to the city.

Downtown
Central district of a city where the main cultural, economic and commercial activities are carried out.

Did you know all the terms that appear in the picture? they're really useful for travelling but if you're learning the directions and the buildings in a city, that's a great picture.

PAST SIMPLE AND PAST CONTINUOUS PRACTICE

Past Simple and Past Continuous

HALLOWEEN HANDOUT AND ACTIVITIES

READING "THE BORROWERS"

I leavew this extra information about our compulsory reading this year, for those who want to expand their knowledge about this master piece of imagination. Once you read the book you'll be looking for small people everywhere.

Synopsis:

The Borrowers lived in the secret places of quiet old houses, behind the mantelpiece, inside the harpsichord, under the kitchen clock. They owned nothing, borrowed everything, and thought human beings were invented just for their use. Until one of the Borrowers made friends with a human.

Reviews

This is a fine fantasy about tiny people who live under the floorboards and account for the mysterious disappearance of safety pins and boxes of matches. However, when the big people are threatened with eviction it is the Borrowers who must thwart the baddies, which they do with much ingenuity and vigour, and save the house. This was the 1952 winner of the Carnegie Medal and it has lost none of its charm. The numerous dramatized versions for television and a highly successful film are testament to its huge popularity with today's children. (10 yrs +) The Godfather (Kirkus UK)

About The Author

Mary Norton (1903 – 1992), was born in London, the only girl in a family of five children. She was brought up in the Manor House in Leighton Buzzard, Bedfordshire, which later became the setting fof her most famous book, The Borrowers. She was educated at convent schools and, after a brief and unsuccessful time as a secretary, she became an actress. She was a member of the Old Vic Theatre Company for two years and always thought of herself more an actress than a writer.

She remembered her most thrilling moment as the time she first went on stage as an understudy at the Old Vic. She gave up the theatre when she got married and went to live with her husband in Portugal. There her two sons and two daughters were born, and she began to write.When war broke out in 1939, Mary’s husband joined the Navy and she brought her children back to England via the United States – she lived there for a while waiting for a passage home. She returned to the stage in 1943.

The Borrowers was published in 1952 and won her the Carnegie Medal, the most important prize in children’s fiction. The story was based on fantasies from her childhood when her short-sightedness made her aware of the teeming life in the countryside around her. C S Lewis, the author of the Narnia books, wrote to her in 1956: “May a stranger write his thanks and congratulations for ‘The Borrowers’ and ‘The Borrowers Afield’? They have given me great and (I anticipate) lasting pleasure…”. Films and TV series continue to bring new generations of children to Mary Norton’s books.

from:

COMPARATIVES AND SUPERLATIVES TEST / WORKSHEET

Handout Comparatives and Superlative

adverbs of Frequency /Adverbios de Frecuencia

Adverbs of Frequency

The most common adverbs of frequency are always, usually, often, sometimes, seldom, rarely, and never. The following chart shows the relative frequencies of these adverbs. It is important to understand that the percentages only show approximate frequencies; other sources will have slightly different numbers. What is important is not the absolute number, but only the relative frequency.

What are adverbs?

Traditionally an adverb is defined as a word that modifies a verb, adjective, another adverb, or a whole clause or sentence. There are many kinds of adverbs; common types include adverbs of manner that tell how (easily, quietly), adverbs of time that tell when (afterwards, later), adverbs of place and direction that tell where (there, downstairs, backward, up), adverbs of degree that tell how much (very, almost, extremely) and adverbs of frequency that tell how often (always, sometimes, never).

What do we mean by adverbs of frequency?

Adverbs of frequency tell us how often an action takes place.

Are there other adverbs of frequency?

Yes. In addition to the adverbs in the chart above, other common adverbs of frequency include constantly, generally, normally, regularly, frequently, routinely, repeatedly, occasionally, infrequently, and hardly ever.

Where do we put adverbs of frequency?

The basic rule is that adverbs of frequency come before the main verb but after present and past forms of be (am, are, is, was, were). In the case of tenses that use an auxiliary, we put the adverb between the auxiliary and the main verb. The following tables show the position of the adverbs of frequency in affirmative, negative, interrogative, and imperative sentences.

Affirmative Sentences

Beethoven often went to Baden for the summer
The bus is usually on time

Negative Sentences

Suzanne doesn't usually get involved in politics.
It doesn't often snow here at Christmas.
Iron supplements aren't usually necessary for men.

Interrogative Sentences

Are you always so cheerful in the morning?
Does Kimberly usually have breakfast at home?

Too , So and Very

I'll try to help you to differentiate between these three adverbs with this worksheet :

Too Very So Handout

Alrady vs Yet handout for intermediate students.

already and yet handout for intermediate students./ los estudiantes practicarán con este test las diferencias entre estos adverbios, las soluciones viene en la página 2.
Already Yet Handout

DIFFERENTIATE ALL and WHOLE

Printable All- Whole

COMPARATIVES HANDOUT FOR TEACHERS / FICHA SOBRE COMPARATIVAS CONSOLUCIONES PARA PROFESORES

COMPARATIVES Printable Handout

magnet shools --READING--

Magnet Schools


A magnet school is a school that offers a special curriculum designed to attract students from throughout the school district. Magnet schools generally use different teaching methods or offer special curriculum in areas such as technology or the arts. Students can enroll in regular public schools or these special magnet schools. Many magnet schools are so popular that parents need to put their children's names on a waiting list before enrolling. Some schools have waiting lists for a year or more. Magnet schools are not private schools, they are public schools which are funded by the Department of Education.
In one magnet school in the San Diego area students spend half the day with a Spanish-speaking teacher and half with an English-speaking teacher. Starting in kindergarten, native Spanish-speakers (many are Mexican immigrants) and native English-speakers are in the same classroom. The children play together and quickly become bilingual. Their language skills develop further in higher grade levels where they learn subject areas such as science and history in English one month and in Spanish another month.


1. What does the word "funded" mean in the sentence below?
paid for (pagado)
closed (cerrado)
taught (enseñado)

"Magnet schools are not private schools, they are public schools which are funded by the Department of Education."


2. If you want to enroll your child in a magnet school, but the school is full, what can you do?

Call the Department of Education.
Talk to the teacher.
Put your child's name on a waiting list.

3. Who pays for magnet schools?
The President
The Department of Education
The Teachers

4. If a child doesn't speak any English, can he go to the school described in the second paragraph?
Yes
No

QUESTION TAGS PRACTICE / "VERDAD?"

LET'S PRACTICE THE TAG QUESTIONS FOR OUR NEXT EXAM IN SEPTEMBER, YOU CAN FIND THE ACTIVITIES AND THE KEYS, BUT... DON'T CHEAT, PLEASE! IF YOU CHECK THE ANSWERS BEFORE DOING THE ACTIVITY YOU WON'T IMPROVE YOUR LEARNING.
( PRÁCTICA DE PREGUNTAS COLETILLA "VERDAD" ESPECIALMENTE PARA 3 Y 4 ESO)

A tag question is a special construction in English. It is a statement followed by a mini-question. The whole sentence is a "tag question", and the mini-question at the end is called a "question tag".
We use tag questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do you agree?" They are very common in English.

Question Tag PRACTICE

Question Tags ( oral practice)

Getting to know you

Question Tags

(This Speaking and writing activity is used to promote the use of question tags in class. I have observed that there aren't many speaking activities to practice the question tags, so I have made this one to help you. The ativity has been used in 4 ESO level (15 yrs old students), it was very funny and practical, I hope you like it)

Choose a person from your class.

Complete the sentences with information that you think is true,

e.g. ‘Your name is Juan…’

Now complete the second part of the sentence with a question tag,

e.g. ‘Your name is Juan, isn’t it?’

1. Your name is __________, __________ ?

2. You are from __________, __________ ?

3. You have been in this class for __________, __________ ?

4. You have __________ brothers and sisters, __________?

5. You think English is __________, __________ ?

6. You are interested in __________, __________ ?

7. Outside the class, you __________, __________ ?

8. In the future, you plan to __________, __________ ?

9. You spent your last holidays in __________, __________ ?

10. This evening, you are going to __________, __________ ?

Now ask the questions and see if your ideas are right.

Writing Skill (3-4 ESO): Add Words to a Story

Adding words to a story

Time: 30-40 minutes
Aims:

To give the students an opportunity to start writing creatively within a safe, controlled frame.
Preparation Choose, or make up, a very short story and write it out as four to eight sentences. .

Procedure:

1 Dictate:
This was a village with [SPACE] walls and [SPACE] roofs.

Ask the students to add a few words in each of the spaces.

2 Dictate:
It had not rained for many, many months. Soon the wells would run dry. The villagers desperately needed [SPACE].

Ask the students to complete the sentence with two or more words.

3 Dictate:
The men of the village went to the [SPACE] mosque to pray for rain. And no rain fell.

Ask the students to add two or more words in the space left.

4 Dictate:
The women of the village went to the [SPACE - add the same words as last time] mosque to pray for the rain clouds to come. One little girl stayed at home. And no rain fell.

Ask the students to draw a quick sketch of the little girl they imagine and to add to the caption: She was...+ three words.

5 Dictate:
The next day the little girl went to the [SPACE] mosque on her own to pray for rain. She took her grandfather's umbrella.

Tell the students to end the story in not more than three words.

6 Group the students in threes. In turn they read their stories to each other.

7 Put up walls, roofs, mosque, etc. on the board.
Get the students to come up and write the words they used to qualify these nouns on the board under each heading.

8 Ask your students to copy into their notebooks the new words they take a liking to.

Game: Guess my word (3-4 ESO)

GUESS MY WORD
Level: Beginner/Intermediate
Age: 12-14
Subject: Vocabulary

Before starting, write word on different Post-it notes. They may be related to recent vocabulary, or to a themed vocabulary. For example: bus, car, truck, etc. or apple, banana, orange, etc.
Stick a note on each of the student's forehead. They will love this part!
Then, at turns, each student comes to the front of the class and the others have to give clues so that the student in the front can guess his/her own word.
A variation to this games is that each student has to ask the rest of the class yes/no questions until he guesses what's written on his/her own tag.