PRACTICE OF VERB TENSES

 Dear students:

This is a useful link to practice verb tenses.

VERB TENSES

PRACTICE OF WORD FORMATION

 

Activity for 4E ESO

Hi, this link has lots of interactive activities about word formation like the ones we have practised in class.

Feel free to do any activities when you don't have class at school clicking below:

WORD FORMATION

LISTENING ACTIVITY FOR ALL MY STUDENTS

Watch this video and answer these questions:

1) Write three things that people used to do before covid19
2) Write two changes in the world after the covid19
3) Write three changes in people's life after the covid19

4) AN OPINION ESSAY. ACTIVITY FOR 4ESO E AND B2B BACHILLERATO:
 Do you think that we are really going to change like that?

FUTURE TENSES

FUTURE TENSES

This is a useful website to practice.

FLIPPED CLASSROOM 3: NUCLEAR BOMBS IN HIROSHIMA & NAGASAKI

Actuvity for my students of 4º ESO Sección:

3.1. Here are some facts about the bombing of Hiroshima and Nagasaki that will you help understand the next activity

Hiroshima 

On August 6, 1945 an atomic bomb named Little Boy was dropped on Hiroshima, Japan. The explosion was huge, the city was destroyed, and tens of thousands of people were killed. The bomb was dropped by a plane named the Enola Gay which was piloted by Colonel Paul Tibbetts. The bomb itself was over 10 feet long and weighed around 10,000 pounds. A small parachute was on the bomb in order to slow its drop and allow the plane time to fly away from the blast zone. 

Nagasaki 
Despite witnessing the terrible destruction of the bomb on Hiroshima, Emperor Hirohito and Japan still refused to surrender. Three days later, on August 9, 1945, another atomic bomb, nicknamed Fat Man, was dropped on Nagasaki, Japan. Again the devastation was horrible. 

Surrender 
Six days after the bombing of Nagasaki, Emperor Hirohito and Japan surrendered to US forces. The Emperor announced this on the radio. When the Emperor Hirohito announced Japan's unconditional surrender, he explained that "the war situation has developed not necessarily to Japan's advantage."

It was the first time most Japanese had heard his voice. 

Interesting Facts

·         The lead scientist on the Manhattan Project was J. Robert Oppenheimer. He is often called the "father of the atomic bomb".

·         The first bomb dropped on Hiroshima was made from uranium. The bomb dropped on Nagasaki was made from plutonium, which was even more powerful than uranium.

·         It is thought that at least 135,000 people died from the Hiroshima explosion and another 70,000 in Nagasaki. Many of these people were civilians including women and children.

·         Hiroshima was chosen because it was a large port city with an army base. It also had not been damaged much by earlier bombings. This would show just how powerful the new weapon was.

 3.2. Read the following poems:

November

By: William Stafford

From the sky in the form of snow
comes the great forgiveness.
Rain grown soft, the flakes descend
and rest; they nestle close, each one
arrived, welcomed and then at home.

If the sky lets go some day and I'm
requested for such volunteering
toward so clean a message, I’ll come.
The world goes on and while friends touch down
beside me, I too will come.

Let Us Be Midwives! An untold story of the atomic bombing

by Sadako Kurihara, translated by Richard Minear

Night in the basement of a concrete structure now in ruins.
Victims of the atomic bomb jammed the room;
It was dark—not even a single candle.
The smell of fresh blood, the stench of death,
The closeness of sweaty people, the moans.
From out of all that, lo and behold, a voice:
"The baby’s coming!"
In that hellish basement,
At that very moment, a young woman had gone into labour.
In the dark, without a single match, what to do?
People forgot their own pains, worried about her.
And then: "I'm a midwife. I’ll help with the birth."
The speaker, seriously injured herself, had been moaning only moments before.
And so new life was born in the dark of that pit of hell.
And so the midwife died before dawn, still bathed in blood.
Let us be midwives!
Let us be midwives!
Even if we lay down our own lives to do so.

3.3. Watch this video.

 The song Enola Gay by the British band Orchestral Manoeuvres in the Dark was very popular in the 1980s. Music is another form of art. Read the lyrics carefully and watch the scenes in the video and read the comments in YouTube below the song. The song was written in 1980. It means that almost 40 years after the bombing people still were impressed about it. The song was published in YouTube in 2014 and the comments are recent so we are still worried about nuclear bombs and nuclear attacks since they have not disappeared in spite of the horror.

ENOLA GAY by O.M.D.

Notice that Albert Einstein appears in the video. Research his connection with the nuclear bombing in Hiroshima and we will talk about it in the class.

3.4. How do you feel now? What do you think?

Express it by writing a poem, haiku or acrostic poem about the bombing of the Hiroshima and Nagasaki.

Next week we will know about the world after the World War II. How people were scared about another war during the Cold War and we will read a lovely literary text about it: Snow by Julia Álvarez

3.5. Did you enjoy the flipped classroom? In groups discuss and write the reasons and post them on your website.

And remember: “Tell me and I forget.

                           Teach me and I remember.

                            Involve me and I learn”

                            (Benjamin Franklin)

You can find more information about the song in the Wikipedia:

https://en.wikipedia.org/wiki/Enola_Gay_(song)

FLIPPED CLASSROOM 2: GAS CHAMBERS

ACTIVITY FOR 4E ESO

2.1. Watch the following video It is a summary of the film The Boy in the Striped Pajamas, based on the novel by John Boyne:

video

             

2.2. What do you think the children think in the last scene

2.3. What is this final scene, showing the gas chamber door, supposed to tell us? What's the message?

2.3. We´ll discuss in class what you feel about this  terrible scene.

2,4. In groups in the classroom we will reflect and write about how people can do this to other people.

FLIPPED CLASSROOM 1: GUERNICA

ACTIVITY FOR 4E ESO
As you know we are working a Project  about the HORROR of the WAR  through History, Physics and Chemistry and English.
This is the task you have tio do before the 4th of February:
1.1. Watch these videos:
26th April 1939. The Bombing of Guernica

1.2. Read the following article:

It was market day in Guernica when the church bells of Santa Maria sounded the alarm that afternoon in 1937. People from the surrounding hillsides crowded the town square. "Every Monday was a fair in Guernica," says José Monasterio, eyewitness to the bombing. "They attacked when there were a lot of people there. And they knew when their bombing would kill the most. When there are more people, more people would die."

For over three hours, twenty-five or more of Germany's best-equipped bombers, accompanied by at least twenty more Messerschmitt and Fiat Fighters, dumped one hundred thousand pounds of high-explosive and incendiary bombs on the village, slowly and systematically pounding it to rubble.

"We were hiding in the shelters and praying. I only thought of running away, I was so scared. I didn't think about my parents, mother, house, nothing. Just escape. Because during those three and one half hours, I thought I was going to die." (eyewitness Luis Aurtenetxea)

Those trying to escape were cut down by the strafing machine guns of fighter planes. "They kept just going back and forth, sometimes in a long line, sometimes in close formation. It was as if they were practicing new moves. They must have fired thousands of bullets." (eyewitness Juan Guezureya) The fires that engulfed the city burned for three days. Seventy percent of the town was destroyed. Sixteen hundred civilians - one third of the population - were killed or wounded.

1.3 Imagine you are a survivor and a witness of the bombing of Guernica:

Write a letter to Picasso asking him to paint the horrors the bombing left and suggesting him the elements he should draw and what they should represent. (the war, the brutality, the wounded, the death…)

Let him know you want this horror to stop.

(140 – 200 words)

When you finish writing the letter in groups, you will post it in the class website. 

Good luck!

LINKS TO PREPARE CAMBRIDGE EXAMS

Activities for my stuidents of 4º ESO- Here you have some links to practice the Cambridge Exams. Remember you have to work hard and be responsible:

For the Key English Test:

http://www.examenglish.com/KET/KET_grammar.htm

http://www.englishaula.com/en/ket-exam-listening-cambridge-Key-english-test-video-lessons-practice-tests-exercises.php

http://www.englishaula.com/en/ket-exam-listening-cambridge-Key-english-test-video-lessons-practice-tests-exercises.php

For the Preliminary Test:

http://www.englishaula.com/en/pet-exam-writing-cambridge-preliminary-english-test-video-lessons-practice-tests-exercises.php

http://www.flo-joe.co.uk/preliminaryenglish/index.htm

For both:

http://jesvasar.weebly.com/ket-pet-free-online-practice.html

For the First Certificate:

http://www.flo-joe.co.uk/fce/students/tests/

VERBS FOLLOWED BY -ING OR INFINITIVE

Activity for 4ºESO Sección:
You wanted a list of verbs followed by -ing or infinitive with to or without to. I found this one on the internet by Cambridge:
https://dictionary.cambridge.org/grammar/british-grammar/verb-patterns/verb-patterns-verb-infinitive-or-verb-ing
And there are lots of activities to practice in this wonderful link:
http://www.perfect-english-grammar.com/gerunds-and-infinitives-exercise-1.html

OSCAR WILDE

Activity for 4ºESO sección & 2º Bachillerato
This week we a re going to start dealing with Oscar Wilde. We are going to know about his life and works. Then we will real a play by him and a short story.
This website has very useful information about the author:
http://www.wilde-online.info/oscar-wilde-biography.htm
 And this is the DIDACTIC UNIT I did in a course and we will work these days:
https://app.box.com/s/p77fgu28q3lpzet4unn7atlcnj4wawce

CHRISTMAS STORY

This is my favourite Xmas story. It is written by Paul Auster, the great American writer and it appears in the film Smoke, in which Auster wrote the script. I wanted to share it with my 4ESO E students, as I promise you:

http://www.xtec.cat/~dsanz4/materiales/auggie_wren.pdf

And this is the scene in the film. Superb story, magnificent actors (Harvey Keitel and William Hurt), lovely music:

And this is the song Innocent when you dream by Tom Waits:

I hope you liked it.
And, at last HAPPY XMAS, my dear students!!!!!!

TYPES OF ACCOMODATION

Hi. I found this good link with different types of accomodation and their definitions:
http://www.boomerandseniortravel.tv/2012/03/06/what-are-the-different-types-of-accommodations/

LINKS TO CAMBRIDGE EXAMS

Activities for my stuidents of 4º ESO- Here you have some links to practice the Cambridge Exams. Remember you have to work hard and be responsible:

For the Key English Test:

http://www.examenglish.com/KET/KET_grammar.htm

http://www.englishaula.com/en/ket-exam-listening-cambridge-Key-english-test-video-lessons-practice-tests-exercises.php

http://www.englishaula.com/en/ket-exam-listening-cambridge-Key-english-test-video-lessons-practice-tests-exercises.php

For the Preliminary Test:

http://www.englishaula.com/en/pet-exam-writing-cambridge-preliminary-english-test-video-lessons-practice-tests-exercises.php

http://www.flo-joe.co.uk/preliminaryenglish/index.htm

For both:

http://jesvasar.weebly.com/ket-pet-free-online-practice.html

For the First Certificate:

http://www.flo-joe.co.uk/fce/students/tests/

WILL or GOING TO

ACTIVITY FOR MY STUDENTS OF 4º ESO and Bachillerato:
In these links you can do exercises to practice the use of THE FUTURE with WILL or GOING TO.
Remember

• We use WILL for long term predictions and sudden decisions
• We use GOING TO for plans and scientific predictions.

http://www.usingenglish.com/quizzes/339.html


http://www.englisch-hilfen.de/en/exercises/tenses/will_going_to_future.htm

PAST SIMPLE & PAST CONTINUOUS

Activity for my  students of 4º ESO & Bachillerato:.
We have been dealing with the differences between Past Simple & Past Continuous in English:

• Past Simple is used to express actions finished at a concrete moment.
• Past Continuous is used to emphasize that an action has been happening for some time or has been repeated.

Here are some links you can have a look to practice the difference between both tenses:

http://a4esl.org/q/h/vm/pastpastcont.html

http://www.englishpage.com/verbpage/verbs3.htm

http://www.englishexercises.org/makeagame/viewgame.asp?id=734

PRESENT SIMPLE & PRESENT CONTINUOUS

Activity for my students OF 4º ESO and Bachillerato:
We have dealt with both present Simple and Continuous tenses. I have done a chart for you to download at this link:
https://app.box.com/s/pgwp63uk1w4b7z6shn9p

You can also do several interactive activities in these links:
http://www.englisch-hilfen.de/en/exercises/tenses/simple_present_progressive2.htm
http://www.ego4u.com/en/cram-up/grammar/simpre-prepro
http://www.englishpage.com/verbpage/verbs1.htm
Here there is a text where you have to write the verbs in the correct tense:
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-12052.php
 And this is a fantastic blog I have found called My English Desk:
http://myenglishdesk.blogspot.com.es/2012/06/present-simple-vs-present-continuous.html

Enough, I think.

PRESENT SIMPLE

Activity for my students of 4º ESO & Bachillerato:
We have worked the Simple Present Tense
Remember that we use this tense to express HABITUAL ACTIONS.
The AFFIRMATIVE FORM is: I work.... he works....
The NEGATIVE FORM is: I don't work...he doesn't work....
The INTERROGATIVE FORM is: Do you work?...Does he work?...
The SHORT ANSWER is: Yes, I do/ No, I don't...Yes, he does/No, he doesn't
TIME EXPRESSIONS which go with this tense are: Every day, once a month, on Mondays, at the weekend and the FREQUENCY ADVERBS: always, usually, often, sometimes, never.
You can practice if you click these links:
http://www.isabelperez.com/happy/tenses/present_simple.htm
http://www.ego4u.com/en/cram-up/tests/simple-present-1
http://www.really-learn-english.com/simple-present-exercises.html
http://www.englishexercises.org/makeagame/viewgame.asp?id=714
http://www.englishexercises.org/makeagame/viewgame.asp?id=2975

CONDITIONAL CLAUSES

Activity for my ACCESO students.
We dealt with Conditional Clauses at last! As you could see, they are not so difficult: Using the 1st, 2nd or 3rd Conditional depends on the POSSIBITITY of the fulfilment of the condition. You just have to use the VERBS correctly:
- 1st Conditional: If  Clause + Present Simple, Main Clause + Future.
- 2nd Conditional:  If  Clause + Past Simple, Main Clause + Conditional.
- 3rd Conditional:  If  Clause + Past Perfect, Main Clause + Perfect Conditional.
Be careful since the sentences can also start with the Main Clause and remember that there are other LINKS: whether, unless, in case...
You can do more exercises if you click this link:

http://www.ego4u.com/en/cram-up/grammar/conditional-sentences

THE PASSIVE VOICE

Activity for my ACCESO students

We have been dealing with the Passive Voice in English this week. Remember that the difference between active and passive sentences is THE CHANGE OF THE POINT OF VIEW. We emphasize the DEED rather than the AGENT. We need a transitive sentence to change it to the passive voice. The OBJECT becomes the PASSIVE SUBJECT and the SUBJECT becomes the BY AGENT, which can be ommited if it is unnecessary or unknown.

There is a good explanation and lots of exercises in these links:

http://www.ego4u.com/en/cram-up/grammar/passive

http://www.tolearnenglish.com/english_lessons/interactive-passive-voice