If you had an extra day in the week ... what could you do?

SPEAKING: 2nd Type Conditionals

Film English Lesson Plan

• In pairs, ask five questions about your partner’s daily life:  age, job, studies, journey to school, routine and evening pastimes, for example.

•  Say to each other what you do on a normal day. 
•  Look at this question:

"If you had an extra day in the week, what could you do?"

• Write down five things you think your partner would do if he/she had an extra day in the week.
• When you have finished writing your sentences,  read them to your partner, for example:

“If you had an extra day, I think you’d spend more time with your grandparents.”

• Your partner should say whether the sentence is right or not.

Now, you  are going to watch a short film called Everyday in which a young couple imagine they had an extra day. 

•  Watch the film and note down as many of the activities the young couple would do.

MODAL PERFECTS ORAL PRACTICE

CERTAINTY  IN THE PAST:

MUST HAVE+ PAST PARTICIPLE
CAN’T HAVE + PP
COULDN’T HAVE + PP

POSSIBILITY IN THE PAST:

MAY HAVE + PP
MIGHT HAVE + PP
COULD HAVE + PP

Let´s practise these modal perfects. Look at the photos and answer the questions . Write as many sentences as you can using Modals of possibility and  deduction. Then you can do more conventional exercises by clicking below

Execrcises on Modal Perfects

TRANSLATION SENTENCES

TOPIC: EDUCATION — 1º BTO A Wednesday´s assignment

Translate the following sentences into English.

1. Saqué la mejor nota en el examen de ciencias pero suspendí el de matemáticas y tuve que recuperarlo.
2. He acabado mi carrera de derecho y ahora quiero hacer el máster en una universidad americana.
3. El era un estudiante brillante pero le expulsaron porque le pillaron copiando.
4. Steve está siempre saltándose  clases. Va a quedarse muy atrás y tendrá que ponerse al día en algunas asignaturas. ( use two phrasal verbs)
5. Se me da fatal geografía pero se me da genial el dibujo.
6. El catedrático que me animó a cumplir mis sueños de ser médico continúa aún dando clases en la universidad.
7. En Finlandia tienen la última tecnología en las aulas, es por eso que sus estudiantes obtienen los mejores resultados.
8. Creí que que había hecho mal el examen de física pero aprobé con una nota brillante.
9. Mi amiga Karen estudió 2º de Bachillerato(el equivalente) en un instituto en Oxford y se graduó con mérito.
10. ¿Tu hermano está haciendo ciencias o letras?
11. Puede parecer increíble pero Steve Jobs no acabó sus estudios. (Usa un phrasal verb)
12. Asisto a una clase de genética en la que somos tres alumnos.
13. A pesar de las dificultades que tuvo que superar,  Selena obtuvo una beca en Harvard para hacer el doctorado.
14. No todos los centros de secundaria tienen las mismas asignaturas optativas y obligatorias.

Future Perfect vs Future Continuous

How do you see yourselves when you are 70? Do you look forward to getting old?

• Look at these pictures of elderly people reflecting different attitudes towards life when they are old. 

• Have  a look at all of them and decide which one will best represent your attitude to life.
• Write two sentences using the FUTURE PERFECT and two sentences using the FUTURE CONTINUOUS, based on the picture you  have chosen.

•   For example:   

• I will have tried parachuting when I am 70 
• I will probably have written a recipe book.
• I will probably be living in Australia.
• I will be living life to the fullest.

• Now work in small groups and answer the following questions about the future. Give reasons and use different expressions to GIVE OPINION. All the questions contain either a Future Perfect or a Future Continuous. Try to use these tenses in your answers.

Expressing Opinion (Speaking)

Here’s a list of expressions you can use to express your opinion, agree and disagree with other people’s opinions. You don’t have to use all of them; choose three or four you feel comfortable using and practise them whenever you can. 

Expressing one’s opinion  ·  I think/consider/find/ believe/suppose/feel that...  ·  As far as I know...                 ·  In my opinion...  ·  My impression is that...  ·  As far as I’m concerned...  ·  I would say that...  ·  I hold the opinion/the view that...  ·  To my mind, ...  ·  Speaking personally,...  ·  I have the feeling that...  ·  In my experience...  ·  I'd suggest that...  ·  I'd like to point out that...  ·  My personal view is that  ·  I might be wrong but ...               ·  It seems to me that...

Agreeing/supporting other people’s opinion  ·  Of course.  ·  You're absolutely right.                  ·  Yes, I agree.  ·  I think so, too.  ·  That's a good point.  ·  Exactly.  ·  That's just what I was thinking.  ·  I couldn't agree more.  ·  That’ s what I feel, too  ·  I (fully) agree with you  ·  X raised some good points  ·  He/she is quite right  ·  I share your view  ·  We are of the same mind  Disagreeing /contradicting other people’s opinions  (please, make sure you express your disagreement in a polite way)  ·  I don’t agree  ·  I’m sorry to disagree with you  ·  Yes, but don’t you think...?  ·  I don’t think so  ·  You can’t say that  ·  That’s no proof  ·  That’s not the point/the question  ·  I take a different view  ·  I don’t agree with what you’re    saying  ·  I’m not so sure about that  ·  On the contrary, I think..  ·  This argument does not hold water  ·  Nonsense!               ·  You’re off your head

WELCOME BACK TO SCHOOL

GET OFF YOUR SMART PHONE 1° BTO

1. Watch this video. Then, in groups of FOUR, answer  the following questions:

1. What are the disadvantages of mobile phones?
2. How would your life be better if you didn’t have a mobile phone?
3. Who are more phone-obsessed: teens or adults? Why?
4. What annoys you about mobile phones?
5. Tell me about a time someone using their mobile phone annoyed you
6. Should schools ban mobile phones? Why?

2.  Individually,  brainstorm as many everyday situations when using a phone is a bad idea (eg having a shower) as you can. Then, share ideas with your partner.

3. Watch the video again.  How many situations from the video can you remember?

4. Productive task: In groups, hink of ways to get people off their phones. This can be done as a presentation, a poster, or even a video presentation, shared on a padlet. If you want to give the students inspiration you could look here, here or here.

SOCIAL MEDIA SITES: INSTAGRAM

Read this article about one of the teenagers´ favourite pastimes

 

TALKING ABOUT THE PAST

VIDEO COMPREHENSION

Do you know Meghan Markle? Actually, she is
 the newly-engaged Prince Harry´s girlfriend.

Watch this video.  She is speeching
on  GENDER EQUALITY .

Pay attention to the Past forms.

Vocabulary you may need:

advocate= abogado defensor

a pivotal moment = un momento esencial

commercial= TV advert = anuncio

tagline = eslogan

dishwashing liquid = líquido lavavajillas

pots and pans = cazos y sartenes

Highlighted/ Useful Phrases to Talk about the Past:

- When I was just 11/12 years old ...  = Cuando solo tenía 11/12 años ...

- It was around the same time that I ...  = Era por esa misma época en que yo  ...

- I remember feeling (shocked) and (angry) ... = Recuerdo haberme sentido ...

-  Something needed to be done. = Había que hacer algo ...

- A few weeks went by and ...  = Pasaron unas semanas y ... 

COMPREHENSION:

True or False?:

1. Meghan was 12 years old when she saw the commercial.   _________

2. Meghan saw the commercial at school. ____________

3. All the boys in her class agreed that women´s place is in the kitchen.  __________

4. Meghan wrote to the responsible for the commercial to complain. __________
5. She wrote to three influential men.

6. She managed to  change the commercial tagline. ________

Answer these questions about Meghan´s speech:

1. Where did Meghan use to live when she was a child?

2. What was the company of the commercial? What product did it promote? 

3. What was the commercial initial tagline?

4. How did it change in the end?

1º BTO Reported Speech

 These are the keys to the exercises that I gave you in class to revise Reported Speech.

KEYS TO REPORTED SPEECH EXERCISES

1.

1.She added that the telephone bill had to be paid that month.

2. The teacher said that their school hadn´t been closed the

    previous morning/ the morning before.

3. She said he hadn´t arrived on time once the previous week / the week before.

4. The boy wanted to know how far my house was from the centre of town.

5. Sarah asked Peter where the Grand Canyon was/is.(it continues being in the same place)

6. I enquired whose book that was. / whose that book was.

7. Mrs Jones asked how much a day return to Bath cost.

8. We wondered whether/if people still played croquet.

9. The teacher told the student to go and take his/her things to him/her.

10. The solicitor told Mrs Pitt not to worry about anything.

      2. Specific Reporting Verbs:

       1. She asked him not to smoke there.  (REQUEST)

       2. He invited me to have lunch with him the following Sunday. (INVITATION)

           She accepted the invitation.// She said she would love to.

       3. The boss reminded me (not to forget) to take the/those letters to the post.

       4. He advised me to try to get a room with sea views. (ADVICE)

       5. I offered Susan to open the tin for her.  (OFFERING)

       6. Ricardo´s friend suggested that he (should)revise/ advised him to revise the phrasal

           verbs for the exam.  He said it was boring and suggested going

           to Bruno´ pool instead.  (SUGGESTION)

       7. The girl begged her mum to let her stay / to stay a bit more and watch

           Master Chef.  (STRONG REQUEST)

           She explained that she wanted to see if Miri passed/ would pass the final.

       8. The guard warned the children to be careful (because) there were

           open wires there.  (WARNING)

FLUENT - A really additive GAME!

     This game is called Fluent and this is how it works:

• There are 20 different trivia categories all dealing with grammar and vocabulary.
• You’ll have to answer each question before you run out of time.
• You have 3 lives.
• You’ll need to answer 5 questions correctly to go to the next level.
• As you level up, you are given less time to answer.
• You can play it pairs (or 2 teams) and the winner is  the top scorer after 8 questions.

Ready for some fun, a bit of challenge and lots of learning.
Here we go, then!

Click on the picture: