Monday, November 4, 2024

Retell the story

 

1. The Hungry Cat

One day - cat - Whiskers s___  - big fish - kitchen table. Whiskers  j___ up to eat it, but - accidentally kn___ over  - vase. - Vase b___ loudly.

- Owner c___ into - room - s - mess. Whiskers l____ at - broken vase - then - fish. - didn’t s___ anything.

- Owner s____ and g_____ Whiskers - food.  - knew Whiskers w___t bad— -  - just hungry!


2. The Talking Dog

A man w into a pet store and s a dog sitting in a cage. The shopkeeper t him that this dog could talk. The man didn’t b it.

The shopkeeper o the cage and the dog l up. The man e the dog to s something amazing, but the dog only s, “I like pizza.”

The man w surprised. He w but the dog didn’t s anything else. Finally, the dog s, “I want a cookie.”

The man l. The dog could talk, but it only w food!


3. The Fast Turtle

Tommy had a turtle named Speedy. Every day, Speedy m slowly around the yard. Tommy l to l because Speedy was so slow.

One day, Tommy s a rabbit in the park. He t Speedy could b the rabbit in a race, so they d to race. The rabbit r quickly and l Speedy far behind.

But the rabbit was tired, so he t a nap. Speedy just k walking. When the rabbit w up, Speedy was already at the finish line.

Slow and steady had w the race!

Secret topic

Two students must discuss a topic without mentioning it.

The other student must guess what the topic is. 


Or

Two students start talking about a topic. As other students understand the topic they have to join in.  


Try with these topics


Japan

pets

childhood

dreams

big cities

online shopping

high school

winter

houses

sweet food

democracy

your hopes for the future

a time someone lied to you

Spain

breaking up

being left handed

accidents

walking

hospitals

Coffee


Banknote under the wheel

 






Banknote under the wheel

This can be a writing or speaking activity.

Stop the video every ten seconds an writing down what is happening. Use the present continuous when necessary.

Or watch the video ten seconds at a time, pausing to describe it to a partner who can't see the video but can hear it.

Eg

0:00 - 10:00 sec  - a man is walking along the road when he notices a banknote under the wheel of a parked car.

10:00 - 20:00 - he...

20:00 - 30:00 - 

30:00 - 40:00 - 

40:00 - 50:00 - 

50:00 - 1.00 - 

1.00 - 1.10 - 

1.10 - 1.20 - 

1.20 - 1.30 - 

1.30 - 1.40 - 

1.40 - 1.50 -

1.50 - 2.00 -

2.00 - 2.10 - 

2.10 - 2.20 - 

2.20 - 2.30 - 

2.30 - 2.40 - 

2.40 - 2.50 -




Sunday, November 3, 2024

How did clouds get their names?




Look at the picture - How are the names for the different cloud forms related to one another?



Related image




The study of clouds has always been a daydreamer’s science, aptly founded by a thoughtful young man whose favorite activity was staring out of the window at the sky. Richard Hamblyn tells the history of Luke Howard, the man who classified the clouds and forever changed humanity’s understanding of these changeable, mysterious objects.

The names of the clouds were derived from which language?

A Latin

B Greek

C French

D German

 

Luke Howard's profession was:

A Meteorologist

B Teacher

C Pharmacist

D Clergyman

 

The name 'cirrus' means:

A Heap or pile

B Layer or sheet

C Light or pale

D Tendril or hair

 

Which famous poet wrote a poem called 'The Cloud':

A William Wordsworth

B Lord Byron

C Percy Shelley

D Henry W. Longfellow

 

The study of clouds is known as:

A Meteorology

B Cloudology

C Nephology



shaken     rest        showers     hail     sun     shade     again     thunder     streams

 

I bring fresh 1______ for the thirsting flowers,

From the seas and the 2______;

I bear light 3______ for the leaves when laid

In their noonday dreams.

From my wings are 4______ the dews that waken

The sweet buds every one,

When rocked to 5_____ on their mother's breast,

As she dances about the 6 ______.

I wield the flail of the lashing 7_____,

And whiten the green plains under,

And then 8______ I dissolve it in rain,

And laugh as I pass in 9______.

 

What or who is “I” in this poem?

 

What do these words mean?

Bear   noonday   dews    buds    wield    flail   lashing   





The Cloud

next verses...


...

I sift the snow on the mountains below,
And their great pines groan aghast;
And all the night 'tis my pillow white,
While I sleep in the arms of the blast.
Sublime on the towers of my skiey bowers,
Lightning my pilot sits;
In a cavern under is fettered the thunder,
It struggles and howls at fits;
Over earth and ocean, with gentle motion,
This pilot is guiding me,
Lured by the love of the genii that move
In the depths of the purple sea;
Over the rills, and the crags, and the hills,
Over the lakes and the plains,
Wherever he dream, under mountain or stream,
The Spirit he loves remains;
And I all the while bask in Heaven's blue smile,
Whilst he is dissolving in rains.

The sanguine Sunrise, with his meteor eyes,
And his burning plumes outspread,
Leaps on the back of my sailing rack,
When the morning star shines dead;
As on the jag of a mountain crag,
Which an earthquake rocks and swings,
An eagle alit one moment may sit
In the light of its golden wings.
And when Sunset may breathe, from the lit sea beneath,
Its ardours of rest and of love,
And the crimson pall of eve may fall
From the depth of Heaven above,
With wings folded I rest, on mine aëry nest,
As still as a brooding dove.

That orbèd maiden with white fire laden,
Whom mortals call the Moon,
Glides glimmering o'er my fleece-like floor,
By the midnight breezes strewn;
And wherever the beat of her unseen feet,
Which only the angels hear,
May have broken the woof of my tent's thin roof,
The stars peep behind her and peer;
And I laugh to see them whirl and flee,
Like a swarm of golden bees,
When I widen the rent in my wind-built tent,
Till calm the rivers, lakes, and seas,
Like strips of the sky fallen through me on high,
Are each paved with the moon and these.

I bind the Sun's throne with a burning zone,
And the Moon's with a girdle of pearl;
The volcanoes are dim, and the stars reel and swim,
When the whirlwinds my banner unfurl.
From cape to cape, with a bridge-like shape,
Over a torrent sea,
Sunbeam-proof, I hang like a roof,
The mountains its columns be.
The triumphal arch through which I march
With hurricane, fire, and snow,
When the Powers of the air are chained to my chair,
Is the million-coloured bow;
The sphere-fire above its soft colours wove,
While the moist Earth was laughing below.

I am the daughter of Earth and Water,
And the nursling of the Sky;
I pass through the pores of the ocean and shores;
I change, but I cannot die.
For after the rain when with never a stain
The pavilion of Heaven is bare,
And the winds and sunbeams with their convex gleams
Build up the blue dome of air,
I silently laugh at my own cenotaph,
And out of the caverns of rain,
Like a child from the womb, like a ghost from the tomb,
I arise and unbuild it again.




5 Ways to Listen Better



In our louder and louder world, says sound expert Julian Treasure, "We are losing our listening." In this short, fascinating talk, Treasure shares five ways to re-tune your ears for conscious listening -- to other people and the world around you.

Watch:

5 Ways to Listen Better


Vocab:

retain
roughly
extraction
recognise
signal
distinguish
pink noise
to discount
embedded
the flow of time


Pre-listening:

What is the difference between hearing and listening?

___________________________________________

Part 1. 0:00-2.00

Techniques we use to listen (extract meaning from sound):

Pattern recognition: example__________________
Differencing: example ______________________
Filters:
___________
___________
___________
___________
___________
___________


How does sound tell us about the space around us?

___________________________________________

What does Julian say about how sound and time are related?

____________________________________________

Part 2 2.00-

What is RASA?

____________________________________________

What the 5 ways of becoming a better listener?

___________
___________
___________
___________
___________

How to speak so that people want to listen





What do the words above mean?

Give some typical examples




According to Julian Treasure these are 7 deadly sins of speaking.

Have you ever felt like you're talking, but nobody is listening? In this useful talk, the sound expert demonstrates the how-to's of powerful speaking — from some handy vocal exercises to tips on how to speak with empathy. A talk that might help the world sound more beautiful.

Watch:

How to speak so that people want to listen

Part 1: 7 deadly sins

1.  Gossip: speaking ____ of someone who isn't present.
2. Judging: no one likes to be judged and founding _____
3. Negativity: easy to ___ into this.
4. Complaining: the ______ ____ of the UK
5. Excuses: some people have a ____________
6. Lying: Embroidering and e________ become lying
7. Dogmatism: the confusion of ____ with _____

Pause

Are you guilty of any of these sins?


2:38

Part 2: 4 foundations

"Hail": to greet or acclaim with enthusiasm.

Pause

What do you think the 4 letters stand for?

H
L

Honesty needs to be tempered with _____

What two things can you not do at the same time?



Part 3: the toolbox

How do politicians use register?

What voice timbre do we prefer?

What is prosody? What is an example of bad prosody?

Pause:

Can you guess the last 4 tools?

P___

S___

P___

V_____

What is sodcasting?

Pause

Part 4: Warming up

Try the warm up.

Finally:

What is Julian's idea worth spreading?



Saturday, November 2, 2024

Modals of Deduction / Speculation



Get into pairs or a small group and discuss the following series of pictures:

Use these modal auxiliary verb phrases

For present circumstances

has to be (inf verb)
must be
may be
might be
could be

For past circumstances

Must have been (pp verb)
Can't have been
May have been
Might / could have been

Also make other comments using modals:

What advice would you offer the person in the photograph? (would, should, ought to, could)
What should they / what should they not have done? (should, should (n't) have)
What do you predict will happen next? (will, may, might, could, should)
What would you do in this situation? (would (n't))

Link to images:

Modals of Deduction

The McGurk Effect





Which sense do you think is more dominant....

taste or smell?
seeing or hearing?
touch or taste?



Watch:

The McGurk Effect


While watching, fill the gaps:


At any ___ moment we are being ____________ by sensory information.

Our brains do a ____________ job of making sense of it ___.

It seems easy _________ to separate the sounds we hear from the ______ we see, but there is one illusion that reveals this ____ always the _____.

In the illusion, _____ we see ___________ what we hear.

If we close our eyes we actually hear the sound ___ it ___.

If we open our eyes, we actually see how the mouth movements can influence _____ we’re hearing.

What’s remarkable about this illusion ___ even knowing how it’s _______ doesn’t seem to ____ a difference.

The speech brain just takes in that information. It doesn't care what _______ knowledge you bring to _____.





_______________
Check

 
At any one moment we are being bombarded by sensory information.

Our brains do a remarkable job of making sense of it all.

It seems easy enough to separate the sounds we hear from the sights we see, but there is one illusion that reveals this isn't always the case.

In the illusion, what we see overrides what we hear.

If we close our eyes we actually hear the sound as it is.

If we open our eyes, we actually see how the mouth movements can influence what we’re hearing.

What’s remarkable about this illusion is even knowing how it’s done doesn’t seem to make a difference.

The speech brain just takes in that information. It doesn't care what outside knowledge you bring to bear.

Kahoot quiz

Seeing is Believing

Modals and their functions

             










How many modal verbs are there?


















              Probability   Ability    Permission    Prohibition    Suggestion     Obligation   Request




Can

Could

May

Might

Must

Shall

Should

Will

Would




practice








Classic errors:


You really must to go to bed now.

You don’t can park here.

 You always should keep your PIN in a safe place




We often use phrases like these instead of modals:


Have to
Need to
Don't need to / needn't / needn't have
Ought to
Be able to
Be supposed to
Manage to
Be bound to
Had better
Used to
Be used to


There are lots of variations of these. For example, "be bound to" could be: be certain to, be likely to, be unlikely to, be sure to, etc.



Write down

Something you're sure to do before the end of the year.
Something you'd better do before the end of the year
Something you haven't managed to do yet this year.
Something you don't need to do before the end of the year.
Something you need have done this year.
Something you ought to have done this year
Something you ought to do before the end of the year






MODALPASTPRESENTFUTUREUSAGE
be able to***Shows ability
I am / was / will be able / unable to do that.
be supposed to***Shows expectation
I am / was supposed to / not supposed to do that.**
be to***Shows strong expectation
I am / was to be / am not be there by noon / till noon.**
can / could**Shows ability or possibility—negative too 
I can / can't do that. I could / couldn't do that (tomorrow).
*Shows permission or lack of permission (informal, speaking only) 
You can / can't have that.
could*Request—formal 
Could you do that?
**Shows suggestions 
You could do / have done that. Couldn't you do / have done that?
**Shows limited certainty—under half 
They could be/ have been there.
**Shows impossibility—negative 
The keys couldn't be / have been there.
had better*Shows advisability 
I had better / better not do that.
have got to*Shows necessity or lack of necessity 
I have got / haven't got to do that.
have to***Shows necessity or lack of necessity
I have got/ had / will have to do that.
I don't have/ didn't have / won't have to do that.
may*Formal request / permission 
May I have that? You may have that.
**Shows limited certainty—under half
I may/ may not do that later.**
might*Formal request 
Might I have that?
**Shows limited certainty—under half
I might do that/ I might not do that.**
must**Shows strong necessity
I must take the car.**
**Shows prohibition
You must not take the car.**
*Shows very high certainty 
You must be tired after your journey.
ought to**Shows advisability
I ought / ought not to do that.**
**Shows high certainty
I ought to feel better tomorrow.**
shall**Formal question/suggestion
Shall I do that?**
should**Shows advisability
I should / should not do that**
**Shows high certainty
I should feel better tomorrow.**
used to*Repeated action in the past 
I used / used not to do that regularly.
will**Shows certainty / willingness
I'll / wont be there
I'll / won't do it.
**Formal request
Will / won't you do that?**
would**Formal request
Would you do that?**
**Shows preference
I would rather/ would rather not do that.**
*Repeated action in the past.
I would do that years ago.
**Shows advisability—negative
I wouldn't do that (if I were you).**


Talking about ability

Modal past practice