useful language

Outing to celebrate your achievement & Recalling Generation 1 & 2

Today quite a few people dropped by to say hello or have a look at their exam, and then we went out for dinner together. We missed the people who did not make it to this outing, so let me send them a big hug from us all. We hope you have a wonderful bilingual summer! 😀 ❤ It’s been a pleasure to meet you all, and have the chance to work with you. This third generation has had amazing results, really. So thanks for that! It will also be inspiring for newcomers!

I’d like to dedicate this post to you three generations of C1’s here because each and every year has been intense and fruitful in many ways.

The First Generation, where less people followed the course, was full of people who loved learning English with freedom, so perhaps that explains why they felt at ease with the methodology and made the most of it. I’d like to share here the videos I was allowed to shoot:

The first C1 video was by Rocío, a journalist, and she gave us this precious present:

Paco’s was the second video-donor! 😀 His English was amazing anyway, and he loved music and is a talented DJ. In case it helps other people, he failed the listening test in June but of course passed it in September. Here, he’s reading his favorite chapter of the Alexie Diary… because I asked people to read this book and share their highlights.

This year, small groups worked on an OP based on work listening to the news, for December. We have the video recording of an OP on Science, and I’m sure you will be surprised, interested and enjoy it a lot!

Miguel, a most passionate learner, allowed us to publish two of his amazing OPs:

Paqui, who loves books, prepared this power point presentation she used in class to celebrate World Book Day.

Paqui, Noelia, Marisol and María del Mar learned a poem for one of our assignments.

The Second Generation had a majority who had a lot of pressure to get their certificate for work reasons or because it was their second year taking the course, and this put a lot of pressure in replicating the methodology of Exam Culture. But we all worked really hard and people contributed amazing work. Here are the OPs we recorded.

Poetry: Silvia read a powerful poem by Ghada Al Atrash, “Imagine”, which I also posted on our blog English Women Writers…

And Natalia, also a music teacher in secondary, learned a complex poem, putting together this amazing OP: The Owl and the Pussy-cat.

Andrés, another secondary teacher, helped us conmemorate November 25, International Day Against Violence Against Women.

Yolanda H, whose English was really good already, and in spite of that kept following the course, shared with us one of the assignments I suggested based on listening work on the news:

And here is an unprecendente project: the second generation of C1’s worked on Herstory and Feminist Analysis. Their research and analysis was impressive, I did suffer lots editing their video work for zillions of hours, to try and help many of them with fossilized mistakes and grammar mistakes. In any case, they all got their certificates except one who unfortunately decided not to take the September writing test, and that was mostly for their very hard work that year.

The other two feminist intelligence OPs were very interesting, too. I’m sure you will enjoy them:

They contributed more work: audios and writings you’ll find on Talking People.

What about yours? I need to finish some pending videos. And then I’ll post about you all! 🙂

So if you hear people say public language education is no good, remember these people and your own experience. The fact is language learning never ends, and that’s why this course makes the point of helping people broaden their resourcefulness on how to learn, how to use your English in various ways with all kinds of materials! Language learning depends an 80% on the learner. No teacher or course can teach, really. Language is very complex. But teachers and courses can offer some precious support, provided the person does love using the language and learning of course!

Hope you enjoy your summer! ❤

 

(edited) Speaking/Listening Practice

Some pronunciation/listening tips

Notice step 3. You can also do that for recapitulation, or when you have not interacted much because you cannot come up with comments or questions to what your classmate said.

Make sure you make questions, follow-up questions, or “need-more-info” questions. Show you care about what the person is saying, that you are following.

This one’s easy, but THINK as you listen.

Practice language you need for interactions. Remember you’ve also got my podcast (the Useful Language segment).

This one’s fun! But avoid “screwed” and “fucked” in exams, even if it’s an informal interaction. Well, it’s just an idea!

Notice transitions & signal words, how they organize their text, how they introduce questions to allow us to follow, not only the vocabulary on travel, I mean!

Openings, then beginning a point and ending it. Always clear: but you need to see the structure in your outline, of course, that’s what the outline is for. Extras: transitions for moving on: connecting previous to subsequent.

Enjoy your weekend, listening and repeating and imagining scenarios for interactions, and speaking about topics. Practice introducing topics/points “About my second point, …” (it’s like how we start paragraphs)

Lo and Behold: Reveries of the connected world

Hi, everyone!! How is it going? I watched yesterday a really interesting documentary about internet, technology and its impact in our future as human beings. I couldn’t make it to find the hole one, so I’m posting the trailer.

It would be great if anyone could find the complete version and post it here, in the blog.

Hope you enjoy it and find it as interesting as I found it.

Best wishes!!!!

Comparing Novels and Movies

In about an hour, you’ll be able to watch this very useful video, with Desi’s performance, comparing Pay It Forward, the novel, to the movie version. I included five cards at the end with tips on how to do this kind of assignment, but the example you can learn most of is Desi’s work, really! Notice how well she uses relative clauses, to include background info on things she mentions. And the other points I comment. ❤

Some resources!

The word docs will not open here. check your downloads!

bullet Verbs for Essays 01 Text doc (1 page)
bullet Verbs for Essays 02 Text doc (1 page)

bullet Inversions after negative adverbials Text doc (1 page)

Here are some of the verbs we talked about today:
bullet Infinitive or Gerund? 4 Text doc (1 page)

Subjunctive: Suggest (1)

https://projects4englishlearners.wordpress.com/2013/01/21/subjunctive-1-suggest/

https://c1coursebymf.wordpress.com/2015/04/14/suggest-the-subjunctive/

https://c1coursebymf.wordpress.com/2015/04/16/ps-about-suggest-and-language-change/

Suggest, advice and recommend:

https://www.englishpractice.com/words/recommend-suggest-advise/

Functional Translation Exercise

Post your questions or comments!

14. Look what bag I made. I made it myself. I’m really/very proud of myself.

15. Look what bag I made (for) myself.

Note: by myself, on my own, alone = physicall alone

16. How do you do that? (thinking in terms of a general truth)  or How can you do that? (thinking in terms of ability)

Note: You = impersonal; How is that made? = only if it’s not an action, but something you create, so to speak.

17. One never knows. (You never know)

18. He was arrested

Note: when “they” is uninteresting, obvious (boring, like here), unknown, in English the passive is a most likely option.

19. We were told you were away

20. We’re not on speaking terms / We don’t talk to each other / We don’t talk to one another any more

21. There used to be a cinema / movie theater over here

22. It’s close / It’s nearby / It’s near here

23. Probably, she won’t agree / She’ll probably disagree / She’s likely not to agree / It’s likely that she won’t agree

24. Instead (of that), hand me the stapler, please / Instead, pass me the stapler, please

25 Let’s hail/stop/get a taxi. Otherwise, we’ll never get there

Note: call a taxi (phone, or in/on the street)

 

Diary for May 15, International CO Day! (nothing to do, though!)

Today it felt really good to have some time to get a feel of your psychological emotional state in the face of the end of course and exam month. Thanks! I’m so happy the Lorena-alarm was not our Lorena! ❤ Phew! My mind was blown to pieces! I couldn’t understand a thing! This comes from students not informing of their level or group! So now I’ll try to solve the other crisis! My adorable other Lorena must be wondering who Soluna is! 😀

We reviewed what June 8 will be like, and I could see the group is offering mutual support, so I hope everybody can feel confident on what is to come and on our performance! I reminded students of some key things they should bear in mind while doing the Reading, Listening and Writing test. We can talk some about this as you find your questions and also your suggestions.

So we couldn’t do Functional Translation and unfortunately Soluna left and I hadn’t realized, so we had to move her and Lorena’s performance to some other day.

I was very happy to learn that you had all considered coming to our dinner party. Now I can tell teachers C1’s did consider, but decided not to join us because it was a bit too dear! See? I suppose it was a coincidence but my Básicos are not coming either so it’s like I had not told my groups or something! 😀 Not that anything would happen to me, really. My colleagues are adorable! But because I’m so anti-socializing people could consider I had a role there! 😀 AnywayS!

We had a speaking test practice session with Luz and Germán and it was really good. I gave them a souvenir too.

I recommended EM-PHANATICALLY (lexical creativity) total exposure to the language from now on, diversifying the kinds of oral texts, and also some time every day to listen to my Useful Language episodes at the Talking People Podcast (another path is to go to TP – enter – Useful Language, where the transcripts are), so you can improve your fluency and accuracy, particularly for conversations!

I asked people to consider allowing me to videoshoot their performance, particularly the conversations, because we have no sample of that and it would be helpful for other students.

People booked for their performances, and also registered for the June oral. Unregistered people can also do this next Wednesday. Then, I hope I can give the Head of Studies the summonings on Friday, instead of waiting till next day.

I suspect the HoS will be publishing dates tomorrow. In any case, if your Written part is on Juen 8 (right?), the oral would be on the following Monday, but she needs to confirm this first, so this info is not official yet.

Plans for next day are: first oral practice (we have some people there) and then Functional Translation, but I’d also like to read the intro to the lexical creativity workshop so that the following week you can start creating words (Monday) in small groups. I’d also like to do Maria José’s listening activity, but I suppose that needs to move to next week now. I’m sorry! ❤

Finally, please, keep in touch with worries and joys, because I need that kind of communication to avoid worrying when I get panicky emails, OK?

We also talked about going out for a drink, Publicación de Notas y Revisión, and about next Friday, the climax of our celebrations around our 25th anniversary. I hope you can join us before the dinner party, at our School. There’ll be so many things going on! You can take part in any of them.

And help me with the lesson plans, because this month your needs are a priority.

Romina, here is the link to some examples of how I learn vocabulary when I read (the C1 Resource Pack has examples too).

From this page: https://c1coursebymf.wordpress.com/read-n-watch-prisons/This doc: Chapter 1 (Resource): How to work on the vocabulary of the first three chapters: OITNB_chapter 01 (4 pdf pages)

When I find some time, I’ll include that on this blog I created precisely for that kind of work: learning language from reading: https://languagelearningfromreading.wordpress.com/

I welcome contributions, for once you’re in outspace without a teacher! 😀

Last, some LANGUAGE IN THE NEWS, in case you are listening to the news, but don’t forget to listen to panels, interviews, on the radio:

https://c1coursebymf.wordpress.com/language-in-the-news-writing-essays/

For Dessi, Lucía & anyone interested!

What a spectacular day today! 🙂 ❤ I keep forgetting to tell you this, so here goes.

If you are wanting to keep in touch with some kind of activity that allows you to use your English in different ways, keeping your level up and furthering your learning, and you know that it’s unlikely you can attend a course regularly, I have two ideas that you might be interested in.

As the School has a Sts’ Association, you could create a C1 Working Group where you would agree on monthly projects (reading club, film club, TV series, documentaries…) and you would meet for instance once a month after having worked on the project, like collecting useful language from a movie, and then when gathering also discussing the movie and whatever! It would be like what we’re trying to do here, but free from pressure!

Then, I need help with Talking People and everything, really. You could also consider doing something like that but with me, for Talking People. I’d need people who could browse a section on the site and tell me what to delete or modify or add, and we could communicate by email and then meet every now and then to design plans. I’m considering developing more projects, publishing more stuff (I published Stories from my Teacher as an ebook) or getting published stuff (with the School, though now I want to take a break and come back to my world because I’ve worked far too many extra hours for this School and I really need to stop that), so it’s a universe!

And we could connect both, too! 😀 (orgasmic!)

Then of course, we could organize the amazing project of Guest Speakers: you could prepare an OP every year to bring to our C1 Course and that could be an excuse to teamwork or stuff.

Then, supposing you wanted to use any of the materials I would interested in exploiting in class, you could be in a project designing listening, reading exercises for C1 students. I mean for free, like I do too, I mean, just for keeping in touch with English and learning!

If you think you would be interested in doing any of this, then my proposal is you take your tests, and if you pass, you’ll always have this! 😀 ❤ A way of keeping learning but independently and keeping in touch with a kind of progressist academic world where the most important thing is actually learning, expanding your world, learning about our world, and using your English in various ways!

This is the 2017-18 blog I’m drafting these days to remember things I need to improve and stuff!

https://c1coursebymf2017.wordpress.com/

If you have any comments or suggestions feel free to post!

(Edited) Diary for Wed May 3, C1 Pack Blues, homework & lesson plans

Today people kindly did a questionnaire on the Mediateque for the Head and because the two OPs were postponed, we also gave out some more Speaking Tests, and I explained how we will proceed in mid-May with registration for the Orals. I wonder if somebody knows whether the people not coming will be joining us in June, just for facilitating organization. But don’t worry because it’s OK if people come by surprise. It’s just to save copies and work out the orals (creating groups of three or not).

Then we did the June 2016 Listening test and I gave people the corresponding Reading and Writing Tests. (By the way, this Friday I’ll be in class from 4 to 8, so if people are interested in taking a listening test, you could come. Now, I’d have to look for stuff, or you could drop me a line with the info, cause I can’t remember what you wanted to do.) I thought people would want to evaluate their level, so I said they could do it timing themselves. For people more interested in using these tests for furthering their learning, I suggest the proceed like with the Speaking Tests you are preparing: have a look at the questions, read and listen on those topics, expand your vocabulary, review the theory on those kinds of writing tasks, gather ideas, knowledge, and then take the tests timing yourselves, too. Practice doing outlines too, and proofreading!, the before and after writing.

I forgot to ask you if you had passed this test, so please, let me know next day.

I also forgot to ask if anyone would like to donate 1€ and adopt a book! Incidentally, here is the brochure we’re presenting next Friday morning at the Education Fair (Expoeduca) in Málaga (Port 2, or something!) coed_diptico2017_conemail (4 A5 pages, to be printed in an A4 piece of paper so it looks like a leaflet, “díptico” in Spanish) It’s in Spanish because Coeducación uses this language to address the whole of our community and the general public. If you wish to translate it into English, that’ll be welcome! But first get in touch, because we could be changing the text, as I wrote this one for this ExpoEduca, a one-time thingy.

Last, I mentioned I was surprised by the fact that only 3 people in this course bought a copy of the C1 Resource Pack. I was told you had printed it. Well… I already knew, yes. You did so at the beginning of the course. Anyway, we’re in no economic trouble. So don’t worry.

For next week, we agreed our plans would be the following:

  • People bring their Functional Translation exercise and their transcription of the News Extracts, so that small groups can practice communicating for real purposes.
  • People bring their checked work to voice the “In class” notes I included, so we can review common mistakes to avoid.
  • We’ll have Romina’s and Sergio’s OP, if possible.

And on Wednesday…

  • we would work on morphology: using the Wordformation and Lexical Creativity workshop. Here is the page where you can download for free this amazing workshop: https://c1coursebymf.wordpress.com/creating-words/ Not as amazing as the work you’ll do in small groups. You’ll be surprised of how magical it is to create words together!
  • More on mistakes people made, if Gema and Encarni can make it to class, too. Or any other person’s, of course!
  • I would also like to watch an audiovisual, too, for subsequent discussion, and it could be something you suggested.

Homework:

  • Listen to radio program(me)s and use my podcast to improve your fluency and accuracy in useful language for speaking. I recommend the Communicative Strategies 1-3 episodes and generally speaking all the audios I have for advanced students.
  • Read the C1 Resource Pack, the cards on textual structure in dialogues and all of those on tests.
  • Consider the Writing File and whether you have questions on types of texts.
  • You should also read at some point the Guía PUC for students, the one they just published.

Instragram using terms

Related to the video “Who owns your data?” I posted yesterday (see Who owns your data?), here you have a pic of some of the using terms of the app Instagram. Please take a look at it. Maybe if we read the terms before accepting them, we won’t use the app!!

It’s got interesting vocabulary about contracts, terms, conditions… as well.

Which one do you think is the less acceptable?

Captura de pantalla 2017-05-01 a las 13.13.20

Who owns your data?

Hi everyone!!! I would like to share with all of you a video I found on Youtube today about our online data. I think it’s really interesting to know this issue, that’s becoming a real one, better. Moreover, it has useful vocabulary and expressions about internet, digital world, digital data, big companies, apps, cookies…

Hope you enjoy it!!!!

PS: on How to use the Oral Exam Assignment

When you get your Speaking Test card (Modelo ___ [un número], Candidata/o ___ [A, B, C]) the idea is that for a week you listen and read on the topic, to gather knowledge, useful language, and expand, thus, your knowledge…

Then, sit and prepare the mon one day, using an outline to complement your speaking test card (you can use both things in the actual exam), and practice speaking while timing yourself. Adjust ideas, wording. Make your range richer. DON’T WRITE DOWN YOUR MONOLOGUE PLEASE! You can only jot down Useful language, not the actual monologue.

For the dialogue, please, consider language functions. Check out my cards where that is explained. Check out my card on Structure in Dialogues, and use my podcast episodes on Communication Strategies too. To expand your knowledge, and train in speaking (being accurate and fluent).

Each speaking test lasts about 15 minutes: two mons + dial. So when you book, we can have 4 groups per lesson, and then a discussion or other activities for the second hour.

By the way, if someone wishes to buy the C1 Resource Pack remember to do so before you leave the School!

Downloadable pack here: https://www.facebook.com/c1resourcepack/

My podcast episodes that can help: Useful Language (Comm. Strats is 3 episodes and way at the back – older posts)

http://www.talkingpeople.net/tppodcast/category/usefullanguage/

In “Categories”, you also have the segment: Everyday Language at

and the segment Travel Phrasebook

Today and Plans for Monday

Today lots of people came!! And people had done their homework, so it was great. They were able to work in small groups on the gapped tenses exercise and then we had a plenary to doublecheck and answer questions. Keep working on the articles that follow, doing the exercises I suggest, and bring them to class. Use them for retelling, too!

We developed our language awareness on tenses, and modals.

Then we did the B2 listening ex. and discussed some language questions. And left the C1 exercise for next week.

We spent the last minutes talking about telling lies, lying. And Emilia told us a great story on this. And Cristina gave us a key idea about not being able to lie and social skills! I suggested people think (subjunctive, a remain, typical in US English) / people should think (UK) about the issue and put together a 3-min OP, to share in class next week.

Plans for Monday:

  • Small groups will share their transcriptions of the news extracts. Then we’ll have a plenary to answer questions and comment the activity. Was it useful?
  • People should bring their Writing File (all the writing they did, with their work before writing, on type of text and useful language). The idea is that in small groups or at plenary we review the list of writing assignments here, to make sure you know what to keep in mind if you have to write them.
  • We should also review your Writing Test, and it’d be good if you all brought your list of mistakes and notes on how to improve your language range, to keep in mind when you brainstorm on language you can use in a particular assignment.

More things to do next week if you like:

  • Designing Exams. Marta has been looking for materials and wondered if other people had. If anyone wants to take part in this project, please, feel free to discuss it in your whatsapp group, if you like, and present a proposal in class. I can also organize in class with you all. Or just design whatever with Marta! 😀
  • Telling the teacher who is your partner for the Speaking Test Project. We can do this as I call your names when checking the roll.
  • Doing the C1 listening exercise on friendship
  • Checking the gapped text for the Pets listening activity?
  • Listening to people telling stories in the past
  • Listening to people speaking about lies and lying or holding a conversation on this
  • Checking the Functional Translation exercise

UPCOMING VIDEO: I’m still fighting to upload the video on Marta and Isabel’s OP on Orange Is the New Black. You see, I had to empty my computer, clean it, install everything again, and the programs changed, and I’ve been spending a great deal of time on this, not managing to find my way yet! But I will!

DEADLINES. The Writing contest deadline is next Friday. Sergio needs to know which is the word limit, because it didn’t say on the paper I stuck on the door!

BOOKS. Today I got amazing books I bought, and if you want to read more, I’ve got proposals. I cannot donate these last ones to our school because I’ve already donated 300 euros! (12 books). Help me get this money back by taking part in next week’s activities in support of the feminist library we’re putting together. Your contribution could be 1 euro for a book you “adopt”, and your signature in our book on who adopted which book! I’ll post on this next Friday.

Work in class tomorrow – Exam Training Work + Language Awareness

In case you can print the first 4 pages. Don’t look at the two last ones!

I prepared this language awareness workshop to review the use of tenses for your speaking and writing work and so you can be aware of the mistakes you make and overcome them (remember this needs oral drilling and finding examples in use, sentences, we can repeat out loud, because theory is not enough, you need to automatize accurate production and that’s why we work with lists of useful language too). I hope it’s useful.

We’ll read it out loud at plenary and you’ll discuss the examples and do the language awareness work in small groups, so you can also practice real communication for learning purposes.

C1spring_tenses01_reading (6 word pages)

If people have prepared oral work, they’re welcome to share it in class.

I’ll also bring your Writing Assignments, but my priority is we review these questions before handing them back to you. Then, we we move on to analyzing this work, we’ll continue reviewing language questions you need to master. But tenses comes first.

Lesson Plans for Monday

Dear all,

Just confirm that, yes, I won’t be able to bring your evaluated work + my collection of mistakes you all made for the Monday lesson. I’m doubtful I’ll manage to have it all ready for Wednesday, actually, so it’s likely we hold this Writing Test Workshop after the spring hol, after all!

So — what’s still on is:

Everybody speaks about a piece of news (or analysis) they read or listened to, to practice retelling and also interactions, if we are lucky and people have questions, comments or start up conversations on that news item.

After this, which will take up at least an hour, I suppose, probably more, we’ll do one of the listening tests I designed.

Then on Wednesday we’ll continue with past official exams given here or in other communities.

Remember to listen to English, work on your list of mistakes, your lists of useful language, your writing file, your speaking file, any of the wonderful how-to’s we have to use our English for conscious learning too!

Have a lovely bilingual weekend! ❤

Proud about this project!

Marianela, the head of studies, put together this video we contributed to! Enjoy!
We are the only ones who re-worded the declaration as it will or should be worded asap!, including women! ❤

Follow-up on Hidden Figures & news on upcoming podcast episodes & videos

I’m posting my personal notes on the reading activity we did in class, which included spotting participle clauses. As you probably know, some people posted here their answers and I gave them feedback. Feel free to continue doing so with any pending work we have, or any work you do on your own. (I hope to hear about this last point on Monday, anyway.)

I’m also creating a podcast episode with conversations on movies, about this movie — examples for levels Básico, Intermedio, Avanzado and C1!

And I’m trying to upload the one-hour video on Iceland! But I’m having lots of technical problems! It took me that long because I had to empty my computer and install everything again, and the iMovie interface changed, so I spent zillions of hours trying to finish editing this video. Now it’s so heavy it’s taking ages to upload. But that’s life! We’re lucky to be able to do this kind of thing! ❤

Education: Raising children & overcoming patriarchal ideology

Ngozi has a new essay out. If you are interested, here is an 8 minute radio program (with transcript, in case you decided to take parts of it down as a dictarion)

How Do You Raise A Feminist Daughter? Chimamanda Adichie Has 15 Suggestions

Dutch Election / Election in the Netherlands

Why the Dutch Election Matters (radio program, 28 minutes, with a panel of experts who discussed issues before knowing the results)

You could exchange views here! Post your thoughts, if you like.

Reading & Audio Materials to work on

On the C1 Materials blog I have been posting interesting stuff throughout the year, in case you wanted to use it. I’ll repost a few of those materials, but let me know suggest some other reading and listening work.

This article is interesting because it’s about someone getting awards of late, and connects politics (the dramatic situation of democratic people in the USA today, with Trump’s election), to the role of art (critical thinking, solidarity) and gender issues (women’s status in society), the media /mi-die/ and TV series. It’s far too short, just 300 words, but there is a link to a long interview with the writer. Link: Margaret Atwood Cautions America “Against Dictators of Any Kind”. Notice that titles in English capitalize all the letters except articles and prepositions. This title, however, could also be considered a quote from the text, but as you will see the Huff Post treats it as a title. (Gather UL with “as” and “like”, for the April Language Workshops! ❤ )

Here is a radio program/programme you can listen to. Don’t read the transcript, if possible! It’s about a 2007 book she got published then, which people are talking about today. 5 mins. Take it down as a dictation! ❤

Last, here is a 2-page Reading Comprehension activity I prepared on Multiculturalism. I can post the answers when you are done, just let me know. We can also read it aloud in class, so we are sure you know how to pronounce all the words, and check it, of course! Enjoy!

This video is about something Coral talked about when she mentioned the role of the media in this bombing on what men and women are, the patriarchal stereotypes — and links to multiculturalism. Have a look


Politics

In case you want to be able to explain something about Brexit, here are some Questions and Answers (reading)

Remember what our Scottish speaker said about it? Watch her video, if you haven’t. And get used to the Scottish accent!

Read Brexit causes more stress to young, well-educated Scottish women. Brexit caused more stress to women, young people, better educated people, Scots and Londoners, according to The Physiological Society.

I certainly feel the UK have made a terrible mistake… But this is what you get when you mistrust progressist people and think conservatives are safer. Truly irrational.

Read How might Brexit affect the touring industry?

Audio: Scottish independence after Brexit (8 min)

If you prepare a 3-4 min OP on any of this, let me know, so we can find some time in class to do that! Enjoy!

Some feedback. February Writing Assignment (& Language Wkshp 4 April)

Please, whenever you have the time, supposing you are not following this blog regularly, list what’s in the posts that you need to work on, and bring to class, or ask your classmates, and remind me! The language workshops depend on your initiative mostly.

Language Workshop to put together!

(Do you have enough info from learning from your mistakes, or the work you did in your assignments to make requests or share what you learned/learnt?) I’d like to hold some language workshops in April, OK? So give this some thought, please!

DUE TO: For the language workshops, we need people to gather examples of their use of “due to” and bring to class so we can hold a language workshop on this and related connectors.

There are more and more destinations that are now being classified as ecotourist DUE TO their biodiversity (NOUN PHRASE) and BECAUSE they implement (S + V) sustainable development policies.
(Original: due to their activities and biodiversity)

Useful Language for topics like employment, tourism, economy…

To qualify as an eco-destination / as an eco-friendly location, a certain place should consider sustainable development, in terms of environmentally-friendly measures but also encouraging respect for the local population and its culture and lifestyles.
(Original: To be considered as ecotourism,)

Obviously, Spain is undergoing a severe economic crisis and regular and quality jobs are hard to find, or even non-existing! In any case, the questions would be, Is employment under substandard conditions better than nothing? / Is working in substandard conditions better than nothing?
(Original: It is obvious that Spain is in crisis and there are not many chances to get a job in no substandard condition. In any case, is this kind of employment better than nothing?)

Temporary low-paid jobs
Season work – high season / peak tourist season, low-season, off-seasons, off-season periods, timing your trip to avoid…,

Reading Articles (informative, magazines)

Please, read and work on this article (useful language):
https://thesavvybackpacker.com/choosing-when-to-travel-high-low-and-shoulder-season-in-europe/

LoMs
Your LoMs should have a section for grammar mistakes you really need to overcome and avoid, like misplacing words like “still”, “also”, “usually”, “always”, or confusing “used to (do sth)” with “usually (do sth)”
You should also have notes on textual matters, like how to end a piece, depending on the kind of format. Can you brainstorm on this and list a few examples and bring to class or post here? e.g. I suggested Sonia end her piece (US) / should end her piece (UK) on Ecotourism with a question that would connect the topic she developed to where she lives. Her article is informative, with headings. She presents a definition and the benefits of this kind of tourism in general and then tackles the question of the principles underlying this activity to end her piece with an example of countries who are good eco-destinations. There is something missing. A true ending. If one cannot include a new paragraph to assess the information presented before, one can certainly include a question pointing to subsequent reflections, and it is always helpful to use our own reality to make that connection, e.g. Will Costa del Sol manage to face the challenge?

Diary for Mon May 6 – PUC Workshops + OP + Some Homework

Today it was sweet to have a little conversation on what this course is about and why we’re here and why we use the methodology we use. Dolores had a brilliant comment to share, to encourage people to face Exam Training Month positively. ❤ And as I totally agree with what she said, actually, that’s precisely what I wanted to speak about today, I’d like to ask her to post it on this blog, if possible! ❤ Perhaps we can use and re-use her words year after year!

I did explain you are underusing this blog, but that I didn’t want to put pressure on you. But that I think you should use it to share your questions, work, etc. You are authors! And although we use every minute in class for hard work, there’re always things we never find time to finish. This blog can help us there!

Exam Format Training Month. My presentation of this training month was about considering we need to keep fighting the Exam Culture by trusting our work, our learning, and protecting our relationship to English. I encouraged students not to use the tests we’ll take as level testers (but I know they’ll offer you info on this, yes, but you’ll have April and May to do some more work, so don’t take it as final), but as ground for putting into practice what we’ve been learning about being resourceful when working on the language. To use their curiosity, which is to say, to control their fear and complexes in a postive way, being this resourceful: knowing nothing is at stake, really. Meaningful learning gives us much more than certificates, and passing exams becomes a logical consequence.

Our conversation brought about a few things you need to mull over and write about for the end of this month, and as we make progress in our training:

SELF-EVALUATION. Deadline: end of month. Your strengths and weaknesses, in your own perception, allowing me later to give you feedback on this self-evaluation. Soluna suggested brainstorming using this framework: SWOT – Strengths, Weaknesses, Opportunities & Threats. Do this work in layers, in different moments, like working on a draft.

LEARNING AWARENESS. I asked students to be aware of all the work we’ve done (materials and developing our resourcefulness in terms of techniques and strategiest to do different kinds of tasks), what they’ve learned, so they can use it when we take exams this month:

  • underlining what when in which different ways in listening and reading tests and note-taking, arrows, writing outside the boxes or spaces for answers until doublechecking;
  • outlines and brainstorming on language (I’ll create a page so that you can all add items you would think of for this) before writing or speaking;
  • considering the useful language you gathered from listening activities, speaking and writing activities we’ve done, and all the reading, too (blog included);
  • considering what you learned on mistakes (and oral drilling to automatize accurate production) in terms of grammar, and textual structure and format, also communicative strategies. Practice your proofreading skills, which you have probably developed unawares!

EVALUATION QUESTIONNAIRE: we talked about what I mentioned above and Emilia made some interesting questions I answered. Then I explained that I always give students a questionnaire of my own in May, for feedback to design future courses, improve things, or find new ideas, and as I listened to people an idea came up: I’ve asked you all to tell me which questions you would like to be asked in a questionnaire assessing your learning in a certain course, particularly this one! So I’ll create a page here for that, but to protect your privacy, if you like, you can all send me your questions to my email in mid-April and I can just paste the question here, and then I can improve my questionnaire with your feedback.

OP on Pay It Forward, by Catherine Ryan Hyde: Marina, Emilia, Clara, Dessi and Soluna told us about this novel, its author and the movie, and shared a reflection on the question of stereotypes that we need to pick up later on. They also brought a fill-in-the gap activity and someone inthe group will be posting the answers because we won’t be meeting next Wednesday!

I’ll post an LoM in a separate post, OK?

I asked the group to send their work for publication on Talking People (other groups are also invited to do this, of course! I might have forgotten to tell them!), so we can also add Cristina’s work (which she sent as an audio from the UK!) and also so we can develop the topic of stereotypes by publishing your thoughts on that.

STEREOTYPES. Deadline: End of this month? (We can negociate this one.) As you think about it, remember to read and listen to materials on this, to pick up some useful languge. Then write (about 100 words is OK) or record something on this topic (1-4 mins is OK) and post it here or send it by email. Remember to tell me if you want to have your name (and which!) or a nickname or something.

Homework this month: plan your listening week! Apart from whatever it is you are doing, and considering future work, I’d like to ask you to include in your listening work (news, interviews minimum) my TP Podcast segment Useful Language, particularly episodes focused on Language Functions, because dialogues, conversations, discussions require you are good at those we need in conversations. And you will be working on your grammar, too (for speaking and writing). You might have already done this, then move on, there’s much more, but here is the start:

Part 1 external link listen Read here the sentences:
bullet Asking for Clarification & Getting More Info,
bullet Checking for Comprehension

Part 2 external link listen Read here the sentences:
bullet Inviting People to Speak
bullet Agreeing
bullet
Sitting on the Fence
bullet Showing You Follow & Making Comments

Part 3 external link listen Read here the sentences:
bullet Defending a Position
bullet Disagreeing & Challenging a Position
bullet Problem-solving, Reaching an Agreement, Recapitulating, Moving On

bullet Making Suggestions & Proposals
bullet Asking for and Giving Advice
bullet Giving Feedback

And if you collect more UL and you want me to record it, we can publish it as a podcast episode. Perhaps you could do it in small groups. Or you can start a post on that so other people contribute… Whatever suits you best!

Look! I also have episodes called Sentences for your Grammar! based on oral drilling I would do when making a certain mistake:

If you consider your mistakes and list sentences to overcome them, I can also record it as an episode.

Last, I did this for Intermedio, but you might find it a good consolidation tool and useful for brainstorming on language items for your speaking and writing work:

  • The passive and tenses

 

A conversation on gender violence (violence against women)

“Breaking the (patriarchal) Male Code”, Eve Ensler (V-Day, One Billion Rising), and 5 other guests (2 hours)

http://www.vday.org/node/3054.html#.WLmulbXVsfI

(Edited Worksheet 2) For your homework on Questions

Based on people’s mistakes, I asked students to improve their spontaneity, accuracy and fluency in questions, but I got no news anyone was doing any work on this, we’re always so busy in class!, so to encourage you all to do so, just in case, because it’s an issue you should be good at, here is a worksheet.

The ideal thing is you go throught this worksheet together in small groups and then tell me what you reviewed and all that because I might have the role of clarifying points or expanding your knowledge or understanding of the whys, too.

Remember you have the Talking People Podcast for listening and repeating different kinds of structures, including indirect questions. It’s the segment called Useful Language.

Feedback Jan Writing Assig.: Descriptive Texts (Reviews, Travel Guides, Articles)

Based on work done by Marina, Dessi, Clara, Marta, Lucía, Lorena, Sergio, Karen, Gema, Encarni, Germán.

Out of a lack of time, I’ll focus in mistakes, OK? So please, read this with a constructive spirit! 🙂 Use what you need, I mean. If it’s not about what you do, simply read it for consolidation. ❤

LoM-Methodological Approach to Tasks. Walking in the Readers’ Shoes

  • Some people are still not allowing the reader to get all the relevant factual information on the assignment at the beginning of the text: full name, date, group, task description including word number. I think this should change.
  • It’s hard to write down corrections when there is no space between lines or no margins. Please, keep this in mind. Teachers always complain about it, but it’s like women’s invisibilization as human beings in patriarchy, consistently, people forget! 😀 (I couldn’t stop myself from introducing a cross-curricular point with Education for Equality! 😀 )

Reviews: Writing Methology Affecting Structure

Some people chose /chous/ to write a review (using a brochure format or in regular writing), but – excuse me for saying this – I wondered if they had read /red/ about writing reviews AND if they had actually read /red/ a few reviews before setting down to write one. Or supposing they did, it seemed they had missed the point of Why We Do that — what we need to pay attention to.

So here the mistake I’m particularly critical of is that you might not be using the month to prepare Before Writing working sessions (see Writing File here: all the texts are announced from the beginning of the course and you are always welcome to ask; when I post about them it’s just to arrange the date for a deadline or when there are changes in the plans) for a particular kind of text. This includes finding resources to write it well, and to use the assignment to learn MORE, to improve your structure and language range and accuracy. I suggest – if you know you did not do this – you review (bare infinitive for subjunctive with “suggest”) my video on How to work on your Monthly Writing Assignments. What I teach there will allow you to learn on your own once you stop having a teacher.

So — When you do research, consider my notes, I always post them when you ask, or old textbooks, or reliable websites, and consider jotting down things on structure (ingredientes for an outline in good order) and language items, and then put it into practice, I can give you the feedback of whether that worked or didn’t, apart from correcting the grammar and so on.

What’s a Descriptive Text, e.g. a Review? (Consolidation)

A review is a descriptive text that includes a recommendation. When we start it off, we have descriptive info for the title (e.g., the title of the work (obra) or place) and then basic factual information about it (no “Introduction” heading because it’s really shor and it’s obvious from the text).

Then comes the plot (for books and movies) in the present tense, to make the telling more vivid, or the description of the place (e.g., if it’s a restaurant, an exhibition).

Next comes an analysis of your own, that does not need to have expressions like “I like”. It needs rich descriptive language. I’ll develop this below.

Finally, a recommendation, including the closing line, of course (something that sounds like the ending of the article if it’s an article).

Articles and Novels include descriptive texts (descriptions of people, objects, places), not only narratives (actions), so training in this kind of texts allows you to improve a great deal of other kinds of texts! ❤

More on Language Range for Descriptions

Reviews/Travel Guides/Brochures…, articles including descriptions, mostly need lots of rich vocabulary and expressions for descriptions, so we really need to find different kinds of modifiers, as I mentioned:

  • adjectives like “it is enticing” or “uninteresting”, “dull” or “reliable”; adjectives modified by some other word: “somewhat tedious” “extraordinarily fast-paced” or noun phrases like “her parents’ home”, “a fast-paced thriller/narrative/evolution” which can also include prepositional phrases like “the woman in red” in “the times before the draught”…
  • relative clauses with or without ending prepositions, like “[didn’t expect] the girl WHO would be waiting for her”, “[had found dead] the person they were talking to”
  • present (-ing) or past particles clauses, particularly good for merging two simple sentences together and showing you understand transitions, like “Ushered into the L.M.A. Laboratory in 1935 to shoulder the burden of number cruchngin, they acted…” or “Growing up in H., V., in the 19702, Shetterly lived” from Luz’s homework on The True Story of Hidden Figures). Another example, consider this: “Pay It Forward was written by C.R.H. who is an American novelist with notable success. Her novels have won many awards and some have been bestsellers. / Pay It Forward was published in 1999 and is the extraordinary story of a perfect idea.” How can we improve this text?. Can you please post how you would improve it here? For instance, can we avoid starting the two paragrahps with the exact same structure/words: “PIF was…”? (Answer this one, OK?) Then, can we merge things?: “PIF (it’s good for the opening line to clearly state the topic of the text, yes!), written by CRH, an American novelist…, is the extraordinary story of a perfect idea”. Can you see what I did? What do you think? Can you come up with your own improvement?

Noticing collocations in reviews is really useful (collecting this kind of Useful Language), but for this we need to read quite a few reviews, to see which are typical collocations, like “breathtaking scenery”, “soaring mountains”, “outstanding performance”).

In the part where you analyze the work (and this part in the review is similar to reasoned opinions, or argumentative texts, of course, the difference is reviews use lots of modifiers, i.e., descriptive language), instead of saying you like this or that, in that way, you could explain reasons for using certain words to express you like/dislike the subject matter, to explain how interesting / funny / unsettling something was. Let me illustrate, as a follow-up on my point above: in the analysis in our review we usually point out what we liked and didn’t, but we’re advanced students and saying “I liked this because of that” is rather simply worded. If you read reviews, noticing language and its meaning, you’ll probably improve a great deal in this: instead of saying “I really like the actors. They were great” you would probably look for more sophisticated wording, “Most performances in this intriguing movie were outstanding”. Am I not saying that I liked it? But here my language range is richer.


Titles: all words are capitalized except prepositions and articles: Pay It Forward, Orange Is the New Black, Hidden Figures, Visiting Fuengirola, the Best Exotic Marigold Hotel…

Reference & Paragraphing: watch your use of pronouns, particularly at the beginning of paragraphs (something to avoid, because a paragraph needs to state the topic explicitly — it’s called the topic sentence, which can come first or second but needs to be at the very beginning), sometimes the referece is confusing, unclear, or simply wrong.


About Writing Articles

As I explained we have two kinds of articles:

Informative articles, like Travel Guides (descriptive articles) require HEADINGS, so if you are going to write about Fuengirola, for instance, for tourists, you need to visually sort out your topics by using a heading. This is better than bulleting. Just notice articles in magazines, OK? Bulleting is used for listings, not for sorting out topic sections.

Balance in topic presentation is key. You cannot write about Bioparc for more than 2/3 of the text and then mention some other topic, briefly. You have been writing minisagas and 100-word reasoned opinions to train in managing to fit things to a specific number of words.


I’m running out of time, and I’ve still got the LANGUAGE POINTS to go. But I want to give you your work back today, so I might have to ask you all to please prepare your LoM for after the holiday and please share your language points in class, for everybody to learn from them. Is it on? (That’d be C-Day, Composition Day, OK?)

Diary for Mon Jan 20 & Some activities!

Today we did some rearrangin’! 😀

I explained why I’d rather keep your checked work today — because I’d like to post some comments for your LoM’s, based on my corrections.

I announced an item to include in your work next week. I’ll post about it.

Then Germán finished his part of the OP, which included comparing the movie version to the original novel and questions on how to say things, whose answers were in the handout he had given out with useful language from the High Fidely novel.

We moved the Marigold OP to next Wednesday, and its members said I could bring my video camera, in case they eventually decided I was allowed to publish their work! Next day we’ll also have another amazing OP: one by Marta and Isabel, on Orange is the New Black.

Next we did a listening activity, took a dictation down. I’ll paste my notes for this and the key for Lorena and anyone who might have missed our listening activity on Mars:

Key to News on Mars: MARS. 1C, 2A, 3B, 4A, 5A, 6C, 7A

DICTATIONS

Students Seek To Recreate Ancient Beer Recipe Discovered In Pottery Vessels (1’49”)

Read the summary of this piece of news (about 30 words)

Archaeologists discovered a 5,000-year-old beer recipe by studying the residue of pottery vessels found in an excavated site in northeast China. Now Stanford University students are recreating the recipe.

Now listen to the news once, and then take it down as a dictation until “femented punch” (50 seconds, about 140 words). Leave gaps when you are lost, so you can just fill the gap out/in in the next listening.

Audio: http://www.npr.org/2017/02/09/514365570/students-seek-to-recreate-ancient-beer-recipe-discovered-in-pottery-vessels

Use US American spelling, and jot down the words pronounced in US American English.

As I presented the Dictation I explained how I use self-dictations (or doing transcriptions) to improve my English, the guiding star being use the same material several times in various ways, for different purposes. Repetition will do the rest! (including using our mouths and ears!)

Some worksheets: A note on this: about containers, in case you’re interested, I have a reading activity:  packaging and foodsyoucaneatafter. I created these activities so students could learn to speak about supermarkets and related issues.

Then we had Romina and Sergio, courageous peacelings, taking the dictation down on the whiteboard, and as we checked their very few mistakes (if any), we reviewed some interesting language items that led me to decide we could use this text in class, like the structure “have + sb + DO sth” (cf. “make + sb + DO sth”).

We reviewed the communicative spelling method (I have a podcast episode on this, when I present the ABC and talk about family names in different countries).

There were 15 mins left, so we decided to play the Speak-for-1-exact-minute game! It was great! We had Karen speaking about laughter, Luz speaking about kitchens, Sergio speaking about “orange” and Lucía speaking about magic wands! (I hope I didn’t forget anyone! ❤ )

OPs (videos) by Students

I just created a page above, on our course navbar, so that you can find your videos on TP

https://c1coursebymf2016.wordpress.com/ops-by-students-videos-more/

This includes SSB’s page for her OP on Corpora! Part 1, for Part 2 is not ready yet!

http://talkingpeople.net/tp/yourstuff/youractivities/OPsbysts/2017_Corpora.htm

Diary for Mon Feb 6, Events & Feb Writing Assg.

Today we did lots of things! Elva can come any day, but Lorena would rather have her on Feb 13. Everybody wanted to go to the movies next Wednesday, and students will be meeting at the Miramar Movie Theater by seven. I’ll get there at 7.05 and if I’m not there then, Marta will leave the ticket for me at the ticket office.

Wed is the deadline for the January writing assignment, and people not coming to the cinema can leave it with Ana, the janitor.

Feb Assg in next post.

We re-arranged the Lesson Plans, deciding to leave the lesson on Rational Discussions, scheduled for next Wed., for further on, which means the lesson we scheduled for Monday is still on.

Some Reading Groups gave me their work for fellow students on their OP to check and prepare copies.

First we heard Part 1 & 2 of the Climate Change radio program(me), so sts could take notes for retelling. Then we did Part 3, as a fill-in-the-gap activity. We checked it and had some comments on language questions (register, useful language, cleft sentences for emphasis, ending prepositions). Next we checked the cloze test on Environmental Issues, too. Finally, people worked in pairs or groups of three to see what they had learned in terms of language and ideas to develop monologues on the topic. So now sts should try to find some time for an outline and speaking practice on a timed exercise, for a final version for their Speaking Files. You are all welcome to do this final exercise in class, or send it in for feedback.

Sts’ OPs: Germán spoke on Violence & Sports, and sts took notes. I gave some tips on Speaking Tests and topics of violence.

And mentioned that March would be about Exam Format Training.

Diary for Wed Feb 1 – Small Groups & How to Work with our Edited Videos

Yesterday, before the class split up in small groups, considering I had just published a new edited video (on the EOI Teacher Sharing C1 Work Vimeo Channel, not the EFL LEARNERS SPEAKING ENGLISH YouTube Channel (EOI Fuengirola), which includes many more, on the C1 playlist – make sure you have a look!) I explained how you could be working with the video I edit for students. Here is a summary:

Watching videos where ANY student speaks and the teacher has included written corrections on the mistakes this person makes, is a very POSITIVE exercise you can do because:

  • We learn to monitor our production by monitoring other people’s production, in other words, we learn to listen to ourselves as we speak (in order to fix the mistakes we know we made) by listening to other people and noticing their mistakes. Like everything in life, learning this is a process that requires training. Learning to listen to yourself allows you to fix mistakes you might make which you can recognize, and this chance allows you to be more confident when you are nervous and you have to speak in public (at work, in any social situation, in exams).
  • This exercise helps you to understand how to work positively with mistakes, and informs your list, as mistakes are not only made by the person giving the presentation, but shared by most students.
  • It also gives you ideas on how to address different topics, and can help you put together lists of Useful Language for those topics.
  • Oftentimes, it helps you understand how important structure is, to allow people to follow what you say. How repeating things in other words is very natural and important. All that kind of stuff.

I reminded people about the posts on this blog, and listed the latest. About indirect speech, and indirect questions, here is what I have on the TP podcast, 3 wonderful episodes that will improve or consolidate your fluency and accuracy while helping you review one of the most important language functions.

For about half an hour or a bit more small groups checked the collocation worksheets: some people checked both worksheets, some checked one. I wonder if people shared their favorites, or selected UL to master the use of some of those collocations! I hope you can all tell me in class! If you didn’t do it, do it now. Select a few, visualize a context where to use them, and say them out loud every now and then! Then share in class! You can even record them for your Speaking File.

I would like to ask you, Have you found the Key to these exercises on the internet? Or should I copy the key of these two on the blog? Or can we have a plenary just to double-check your work?

Next, small groups worked on their Reading Project. I’ll update this page to include the dates they booked. If someone’s info is missing, please, send it to me by email if you cannot make it to class, OK? I’m including Marta and Isabel today too.

Fire Drill: I explained what might happen next week, so students know how to behave in a fire emergency and how we should evacuate the building. If you’re coming to class next week and you missed this lesson please, ask in your whatsapp group!

Work Back to You: Some people got their checked work from the cardboard box and some people handed in their January Writing.

And Marta borrowed Orange Is the New Black. Borrowers, remember I don’t keep a list, so it’s important things come back to me at some point, OK? No rush, but please, don’t forget!

Some homework: watch & learn!

Better late than never! Here is Gema’s work with my language notes. Please, use it to work on your Lists of Mistakes, but also in your UL to improve your language range! Thanks, Gema!

Oh, remember that when you work on listening and speaking, you are also working on improving your writing!

Adverbs & Adverbials

There are things some students need to review at home, when they are below the upper intermediate level, and you all have textbooks and materials, I’m sure. But anyway, I’ll share with you here some of my notes:

LOMs

  • You cannot say “DO SOMETHING very good/bad” (adjective) but “DO sth very WELL/BADLY” (adverbs): e.g. He cleans very well.
  • You can say “I feel GOOD/BAD” and “I am GOOD/BAD at this or that” (adjective)

From Functional Grammar at TP, but there’s more in the C1 Resource Pack

Adverb order: How-where-when

Adjective or adverb

A worksheet we could read in class, if you like, is this:

Theory: Adverbs and adverbials (2 pages) – You can do this as follow-up: Practice with adverbials (2 pages, with key)

My post where you can spot the adverbs or the adverbials was this: Teacher’s UL on documentary

Feel free to post your questions, and remember: use your listening work to practice reviewing grammar, visualize the grammar as you listen!

Diary for Mon Jan 30 – Guest Speaker from Scotland! & Lesson Plans for Feb 1

Today, after some confusion, we had a wonderful lesson. We managed to do Part II of the listening activity on climate change, and people had amazing results. Now your follow-up work should include listening again and retelling (click to hear). Please, do the cloze test at the end of the pack, in case we can fit it in some day. We’ll do Part III whenever we can, too. Does anybody remember how long it took us today to do Part II? Thanks.

Then Cristina R and Catherine, from Scotland, gave us the wonderful present of a talk in Scottish English! Scottish English is hard to understand JUST BECAUSE we hardly ever get the chance to hear it! So now we’ll be able to get used to it, because apart from today’s talk, Catherine allowed us to videoshoot. Our guest speaker told us about her country, her hometown, what it’s like, what university is like, too. And answered quite a lot of questions by students! She’s looking for a language exchange English-Spanish, so if you are interested or know of anybody who might be, I’ve got the contact info.

Next Wednesday we agreed to do this: Devote the first 45 or 60 mins to small groups checking the Collocations Worksheets (one at least). I’d like to ask you to share with your group which Useful Language you chose from that work. Remember that you need to say those sentences out loud to count on your ear and mouth memories too! Then, the rest of the lesson would be for Reading Projects. Please, don’t let your group members down! I posted here some of the questions I need answers too, so please read! ❤

The deadline for your January Writing is next Feb 8, but today some people already handed in their work. Next week you should ask me about the February assignment if you have questions.

REMINDERS

LoMs. Remember you should be good at knowing which your weak points are in terms of mistakes, so work on your LoM with feedback and corrections to oral and written work.

Listening to radio program(me)s. News and interviews. There are lots of podcasts you can download, to select one every now and then and listen to it again and again to improve your comprehension, fluency and accuracy. Now it’s the time, and until the end of course.

Weekly Learning Plans. Not to hand in, but to maximize your learning time! OK?

Today Dolores told me she had finished reading the C1 Resource Pack and that she found it helpful for her learning. She said she had arranged different groups of cards, to meet her needs. Thanks so much! Feedback on this is precious for me, so I can improve things, or at least know what’s most useful to students. I’d like to remind you all that the version which is now for a free download on TP (link above) is not the same as the one you have. And — I know I wrote it, but — I think you should buy the paper copy, because it’s only 12 euros and it’s a very special thing that might go out of print for lack of resources in public/state-run education! (There are only a hundred and something copies, and that’ll be sold in not that long!)

Finally, I’m getting orals people have been working on (retellings of Story of Stuff, Redesign My Brain…). Well done! I’ll reply with my feedback asap, and if you don’t hear from me, please, remind me of that. Video editing and preparing articles and listening exercises is taking up a great deal of my time these days!

Tips for your work. Overview of Lesson Plans by month

I’d like to ask people who make grammar mistakes (word order, morphology) or don’t listen enough to English, or who can’t follow this course well (= are not doing almost any of the activities they could be doing), to please use my podcast, or any podcast to practice Listen-n-Repeat with Useful Language.

Then, if you haven’t… Learn a poem by ear, practice retelling, re-using the audios we’ve already worked on, please! Repetition might be boring, but not if you focus on learning as many sentences as you can! So please, give it a try if you haven’t. Your English will improve a great deal in about a month.

Finally, one reason why we don’t use more classroom time for small groups is because whenever this is going to happen, people don’t seem to make it to class. Please, remember February 1 is for your Reading Projects, teamwork. On this day, you could also check one of the collocations handouts in teams, or we could do Part II of our listening activity on climate change.

The other reason why I ask you to speak at plenary individually is because if you do that in small groups, I can’t listen to you and give you feedback or at least know how you are doing. But if people are feeling they cannot speak in class because they’d rather do it in small groups, we can do that. No problem. Let’s do it!

On the second February week, we’ll be doing the same: small groups will check the second collocation worksheet and I HOPE YOU CAN ALL share in your small group the retelling of something you worked on with an audio, or a poem. Then we’ll finish the listening on climate change, and then people will train at home in the retelling of this radio programme.

If you need more classroom time for your Reading Project, please, ask! Don’t suffer in silence!

I’ll bring a reading exercise, too. Because in this part of the course, I’ll always be bringing reading and listening exercises for us to do in class. But this needs to be combined with YOUR SPEAKING AND TALKING ACTIVITIES. (Block letters for emphasis, not intended as shouting.) So please, let us know what you are ready to share in class.

Remember February includes your teamwork OPs. Next Feb 1 you need to work out when you’ll do your OP (last two weeks in Feb, but you can also book in March if you are not ready before that).

March will be Exam Format Training Month. (And pending OPs)

April: it depends on your needs. If there are not requests, I’ll come up with things. I’ve got tons of ideas! But I’d rather you suggested things or shared your work.

May will be Focus on Interactions, intensive practice in timed dialogues based on previous speaking tests.

Tutorías: please, book a counselling session if you are lost, feel down, or simply to talk to me.

(Updated Jan 20) The Human Rights Declaration!

LATESTS NEWS: C1 English students can just choose now between: art. 24, 27, 28. If any of you is interested, please, let me know which you want to do next Monday!

Listen, people, this is what we have, in French and German (by students): preamble, 1, 4, 6, 7, 8, 9, 12, 13, 14, 15, 16, 17, 18, 20, 22, 29.

Updated Jan 18: + Dessi, art. 10
Friday Jan 20: New volunteer!!! Mónica is recording art. 30!!!
News Jan 20: French students: art. 2, 3, 5; 19, 21, 23, 24, 25

Would you C1s pick an article and post here the info, so others know what’s left? You could record it with my recording machine in class, by reading it out loud, after having practiced at home. As soon as possible (I can work on the video next Friday, or on Fridays, or a bit on this or that day), but if you’d do it, I’d wait, of course!

Teacher’s UL on episode 1, Redesign My Brain

Why did I jot down most of the sentences below? Yes! It’s more expressive language! Intense, expressive of emotions! Can you say these sentences spontaneously and accurately? Watch again and practice!

  • to win or draw
  • holding moves in his mind
  • a remarkable achievement
  • I’m on a quest for a better brain!
  • I’ll be pushed to my limits!
  • I’ll try to expand my mind power!
  • I’ll try to turbocharge my brain / to turboboost it!
  • Strap yourself in!
  • Down to work!
  • … how you operate at your limit
  • Brain training
  • The more practice the better you get
  • The better you get, the harder it’ll get
  • juggling – increasing thinking speed
  • Balls look more achievable (than knives!)
  • If you say it, it’s easier!
  • I seem to be getting the hang/feel of this!!
  • Practice is the key
  • Aiming your eyes at something doesn’t mean we see it
  • There’s room for (significant) improvement
  • It’s been years since we lost anybody!
  • They can even get away with magical murder!
  • Sneaky magicians!!
  • Multitasking is a phallacy
  • You’re walking through the world with blinders on
  • We see with our brains!
  • You can improve peripheral vision and also get better at what you see
  • the food in front of them
  • What kind of name is that?!
  • Rumour has it that you actually memorized two whole decks!
  • this is the person-action-object technique
  • It’s easier to recall a strong visual scene than numbers…
  • This is really doing my head in!!
  • To be honest, I’m slightly (:D) stunned! – oxymoron
  • I’m completely shocked!
  • The thing I’m most amazed at is —
  • You worked really hard at this to get this advancements!
  • I’m feeling so anxious!!
  • mental athletes
  • This is a collection of some of the most interesting people I’ve ever seen!!!
  • Look at them! You can see the mental toll this seems to take on people
  • No admittance (reminds me of No attendance – No pude asistir a clase)
  • I’m absolutely thrilled!
  • It’s been amazing for me to do this
  • He experienced it first hand – a first hand experience
  • I feel so energetic!
  • Even my sleep has gotten better!

Improving your vocabulary range (edited – adv)

Other ways to say… high frequency used words!

You may be finding them as you read your book/screenplay, so pay attention to jot down and repeat them in context as you find examples of their use! ❤

otherwaystosay_c1

A different model with a same intention!

http://www.instantdisplay.co.uk/shadessynonyms.pdf

(6 pdf pages)

I’m adding these collocated adverbs, so you also gather useful language like this for your Vocabulary section or in your collected sentences. Remember that an adverb is to the verb what the adjective is to the noun, so we say “I’m a good girl” (!) good modifies girl, a noun, but “I behave well”, well modifies behave, a verb. He cleans very well. I’m slow (I = slow). I eat slowly (eat = slowly).

adverbs-of-manner

Feedback on Formal Letters of Request. Human Rights Project

In December, people had a formal letter of request (announced on Writing File above) and we decided to write a letter requesting or demanding somebody’s release from prison for human rights reasons.

December Writing Assignment – with resources

Next week I’ll be giving you your work back. You have one week to re-write it, if necessary or to type out your final copy to send in for publication! And after that, it would be good people who made mistakes told us about those, so we can check we are all OK with that or making good progress!

Contributions

Considering this Writing Assignment was so special, because it was based on real cases and on fighting for a respect for human rights, I’d like to ask all of you to send your pieces for publication. But please, feel free to say no. No problem.

My Feedback

  • After reading and correcting your work, I’m very happy you worked on your Before Writing stage. I can see you read various letters, because most people have used the “useful language” you collected correctly. Also, your selection of language was appropriate and well used in every other sense. So congratulations!
  • Some people had trouble with the structure, and you could see they hadn’t worked on a previous outline. Outlines are crucial to organize the info, also in paragraphs.
  • Some people did not do a good job proofreading their work, this is, in the After Writing stage.
  • About language mistakes, most people did not make many, and a few people had mistakes below the level. Mistakes in verbal phrases, for instance, including passives. Another area of mistakes was reference: be careful when you use your pronouns, because at times the noun it refers to is further back than some other noun, and that creates great confusion. One particular mistake: Meanwhile is not While, it stands on its own, so you cannot use it in sentences like this: “WHILE the legal procedure carries on…”
  • Most language ranges were very good, and a few were a bit more like a B2 or upper intermediate level, which is OK because we’re doing a C1 course now.

Outlines for Polite Letters of Request/Demand! / Human Rights Letters

  1. Address someone
  2. To-the-point beginning: Why you are writing: ask for somebody’s release/protection.
  3. Describe/Explain the case
  4. Pressure 1: Reminder of laws / commitments
  5. Pressure 2: your request again, considering previous paragraph
  6. Thanks/Goodbye

6 paragraphs, or more, but with this structure.

Addresses

A just-in-case note: We never include addresses in exams with a word limit. But read the instructions carefully because you should if there is a space for that or it is requested.

Useful Language

Prepositions

  • instigation to delinquency
  • accused of (a crime / sth: taking part in a peaceful demonstration)
  • charged with (doing sth)
  • sentenced to (a sentence)
  • put in isolation
  • held in solitary confinement
  • subject to an unfair trial
  • (sb) is opposed to violence / the use of violence
  • based on this evidence / events
  • commit to your promise/pledge
  • comply with art. … of … / respect art. …
  • was transferred to

Adverbs

Opening lined after the salutation (Your Excellency, Dear President …)

  • I am writing to request your assistance concerning (sb’s case) …
  • I am writing to request protection for (sb)…
  • I am writing to express my disapproval of the police misconduct in a demonstration for public education which was legally organized last Friday Jan 2 by the 15M citizens platform.

Firmer language (more pissed off!/wound up!):

  • I call on you to immediately and unconditionally release(full name) imprisoned solely for his/her peaceful political expression.
  • I urge you to immediately free prisoner of conscience (full names) imprisoned in … for peacefully exercising their rights to freedom of expression / speech.
  • I urge you to free (full names) without delay.
  • I urge you to release (sb) immediately and unconditionally with all charges against him/her dropped.
  • I call on you to immediately halt the construction of a hydroelectric dam in…
  • Your country is known worldwide for the appalling treatment of albino people…

The Baby Human Lesson

Becoming Happy Social Beings

Well, today not many people came to class, but we finally managed to start with one of my favo(u)rite lessons. I gave out a worksheet for exploiting To Belong (BH) and we watched the first 20 minutes twice. First we worked on textual structure (identifying the outline the documentary follows) and then sts did the fill-in-the-gap activity. Fortunately, they decided they were happy with watching it a third time next Monday, to gather more info to put together an oral summary of the experiments and the whole. So people who didn’t come today will have the chance to watch it at least once (note-taking for identifying the outline).

You can borrow a copy of this series from me, if you like. And if you did find it on the internet, please, let me know. I’ve only found certain scenes.

I have decided to give you all a documentary mission for the holidays (apart from Story of Stuff), because some people really need to listen to more English and learn to learn English from listening, because everybody at the C1 level needs to listen to lots of English and documentaries are amazing, and because it’s fun homework, at least you learn interesting things about topics people don’t usually discuss. So I’ll be giving out some paper copies next week, and I’ll explain it all here. It’ll be a documentary you can watch online, too. So next day we can relax, finish with this activity, with small groups retelling, and then have the Reading Groups talk about their reading projects. Today that was impossible because there were so many people missing.

Next Tuesday, at 6.00 pm, there’ll be an amazing talk on jazz on the second floor. I’ll be attending (until 7.00) and you are all welcome. It’ll be in English and it’s been organized by Juan. Try to make it there, if possible!

I pinned on the bulletin board your “notas” but as you know these don’t count for your Certificate Test. I gave a pass mark to people who I think or know are following the course. The important thing is the feedback I’m giving you on your English. As you have probably noticed, there is no one from last year, because just one student who followed the course failed. The exam results were extremely good, in spite of the fact that most people did not have a consolidated C1 level. But they worked very hard, and we worked very hard, and I worked very hard last year. I’m saying this because in my view some people would probably need two years here to reach a consolidated C1 level, but now it’s too soon to know, and it mostly depends on your use of English and the work you can put into learning this year. So I encourage you to work hard, joyfully better than because you have to, and if you need extra support or want me to assess your situation, supposing you’ve given me info on your English (work you handed in or shared in class), feel free to ask.

Just perhaps explain why three people who have not been coming to class have an Apto: I consider their English is at a good level, and I know they use it quite a lot, I can feel it when I listened to them in this first term. If I don’t get any more info, they’ll get a No Apto in this fake thing of “notas” trimestrales, but that won’t mean a thing. The only pass mark you can get is in June and September. So these Seneca notas are just a way of saying who’s following the course, and this info is irrelevant for evaluation in June and September.

Celebrating and Making Questions about the HR Declaration

Today the reading aloud of the HR declaration took up the whole lesson, and we didn’t even get to the end. I hope you can all finish reading it and comment next day, if you like. You can also feel free to exploit this activity as you like. You could also practice/practise speaking at home to put together a personal opinion of the document or the activity. If you record it in the mp3 audio format, you could send it to me for feedback.

I really enjoyed us talking a bit about some of the articles. I love reading in groups, and just talking, because lots of things come up that allow me to expand my world! I hope the activity was useful for you all, too, in this way. Remember to collect some useful language typically used in this kind of legal texts. And thanks so much for celebrating human rights today! ❤

The plan for today included watching a one-hour documentary. Considering the plan for next day is this:

Wednesday Dec 14

Last week: Please, feel free to make requests or proposals!

… next day we’ll start with the documentary, adjusting to just note-taking instead of doing the listening activity, and depending on the time Reading Groups need, we’ll do or not do the listening activity, OK?

Check the overview of our upcoming lessons to express your preferences next day, OK?

I published your Aptos on the announcement board in class, and if you have any questions about feedback on your English please let me know. These Aptos are just saying you are following the course in some way. What’s important for assessment is the feedback I give you, the feedback you get from classmates when you communicate, and your own assessment.

Remember

  • To ask any questions about the December writing assignment in class or here, under the post for that.
  • To publish your mini sagas or other writings here, if you like.
  • To listen to English every day and try retelling or listen-n-repeat. This is very important, OK?
  • There are checked writings in our cardboard box in class.
  • And to check out the Story of Stuff page above during the time we won’t have lessons!

The Story of Stuff Project – from Nov to Jan

Here is the plan, after events in class. Make it your key mission over the hols! 😀 ❤
https://c1coursebymf2016.wordpress.com/the-story-of-stuff-project/

Timed OPs: Balanced Diets, by Cristina B

Dear all,

I just finished / I’ve just finished recording Cristina’s work. We hope it’s useful. Find this and other OPs by students here: http://www.talkingpeople.net/tp/skills/speaking/oralperformances/listofperformances.htm

Talking People is chaotic, there are also OPs (teamwork, mostly) here: http://www.talkingpeople.net/tp/yourstuff/texts/oralpresentations/index.html

On this page I included both links, to remind me of the need to merge these pages or something: http://www.talkingpeople.net/tp/skills/speaking/oralpresentations.htm

So I really need to spend time tidying up the site! But I never find the time!!! Sigh! Any ideas will be welcome!

Anyhow, bear with me! 🙂 ❤

The Question of Violence against Women and Human Violence

Dear all,

In Coeducación (Education for Equality) we have been visited by a group of men (contra la violencia doméstica) who have posed questions which were ill-founded, placing feminists in positions they do not have. You can read that discussion on our Like Page on Facebook (check out the group’s side post, with an external link) and also in comments to some of the latest posts we have on our blog Desarrollando inteligencia feminista.

I’ve tried to write something to see if this could help people control our culturally-learned antifeminism, to make some progress in the question of how we understand we are addressing violence in the cases where this understanding requires some development of a feminist intelligence. I welcome any kind of comments, provided they don’t intend to hurt me personally or defame adorable people who could be wrong, but then they would just need to know why! 🙂 ❤ I can also adapt this text to collaborative writing, so feel free to analyze, too, if you like!

Human Rights and the Overcoming of the Patriarchal Sex-Gender System

The Question of Violence against Women and Human Violence

What we now call “gender violence” or “gender-based violence” is one of ways in which humans inflict violence. Violence among humans is justified and persecuted in different ways. With the feminist notion of “gender violence” we have come to understand that there is a kind of violence in patriarchal societies that women’s promotion to the status of human being has made us think is unacceptable: the violence men have been encouraged and justified to use against women to make them serve them,, obey them, or simply to use their bodies as objects.

Although Spanish laws are groundbreaking for there is a law addressing the social problem of gender violence, the feminist notion has been distorted to only include the cases in the sphere of domestic violence and personal relationships. The result of this is people’s general confusion about terms and concepts, and considering we have all been brought up in century-old patriarchal societies, the verbal lynching of people with a developed feminist intelligence, who try to clarify the situation. Feminists are mainly told, in rather violent ways, that women also kill and murder.

Because this is just a pedagogical text trying to clarify some of the key concepts, I will not discuss when killing or murdering people is justified or not. I will focus now in clarifying the following:

Gender violence is the violence patriarchal societies have told Man he can inflict upon women, as the master and leader of the group. In other words, gender violence is learned and relates to who has a say in human affairs, who leads their organization, and determines things that affect the group.

Domestic violence includes all the kinds of violence happening in the home, in the place where people who love each other are meant to share. This means domestic violence relates to gender violence (most cases are actually gender violence), but also the violence inflicted by a woman towards a man or a child, by a child or teenager towards an adult or elderly, and viceversa…

Violence against a person by another person who is not allowed to use violence (a citizen, for example) has always been punished by law. So the contention that gender violence should include the violence of women towards men is simply an antifeminist stance full of irrationality and hostility. If women kill, they go to court and if guilty, are sentenced for murder.

The fact we need laws addressing specific kinds of violence results from identified social problems: our society today perceives that gender violence, the violence of men towards women (at least in the domestic setting), is unacceptable AND a social problem. Our society today also finds we need specific laws to address other problems from violence: racist motivated violence, violence against children and teenagers.

But the existence of these more specific laws is not unfair to other groups, because violence by anyone [by people not allowed to use it in the scenarios our society allows (mostly by men, for women in the military are not allowed to work in “combat positions”)] is punished in our law system: we punish people killing other people, regardless their sex, gender, ideology, age, cultural identity… The fact that we need to reinforce these laws with others addressing certain kinds of motives or situations cannot possibly be considered unfair towards any human group, certainly not the group Man in patriarchy, who does not get almost any physical violence from women (the question that women are human and therefore capable of using all kinds of violence too, particularly if allowed, like Man in patriarchy, cannot be addressed here. Simply say that how women have developed the ability to inflict violence through words and attitudes is relevant information for an analysis of human and patriarchal violence). It is a questioning of the patriarchal gender system, and that is initially we reject it, but this challenge is consistent with us having finally understood the idea of Human Rights in the 20th century, this is, for a POSITIVE REASON — we’re trying now to help our society make progress towards a kind of social organization that respects everybody’s human rights, and this means abandoning the patriarchal sex-gender system which established a superiority and an inferiority in terms of two perceived genders and which ignored the diversity in human identities.

Just as a note to help people control antifeminist reactions in favo(u)r and to encourage the use of rationality and empathy: overcoming the patriarchal sex-gender system does not mean abolishing human identities. A man can feel he is a man beyond what patriarchy defines as a man. The same applies to women. Today we know not everybody has or feels their sex or gender identity as what patriarchy defines as being a man or being a woman. We are all kinds of things: men in different ways, women in different ways, humans in all kinds of ways, and we should stop feeling we can force people to BE the kind of identity we understand or have. Everybody deserves respect, unless their identity is built in torturing or murdering other people. Then we need to intervene, but not for reasons of making a certain identity compulsory, but for reasons of not allowing violence.

Useful Language for Ob/gyns & Eve Ensler

So here is the follow-up on “ob/gyn” in episode 2, season 1 of Friends.

Even Ensler was a stand-up comedian who decided to put together a monologue for a show on “vaginas” because that was a taboo word. She started asking women about the topic, and none wanted to speak. Initially. But once they got started, they couldn’t stop. So Eve went on and on, interviewing women, and from all of those interviews she did not create a monologue, but lots of them. I’ve got the book she published with them all in class, in case you want to borrow it. But I’ve got a better proposal. Considering many of the monologues are — just imagine the unnamed cruelty women have had to face around their vaginas, it’s still taboo to name because the engine of the violence is Man — well, hard to read (in many ways, not only in one way), I suggest you read one that is really funny, and great to learn to name things at the ob/gyn, “My Angry Vagina”. On Talking People you can download it and also watch a few performers (black and white) doing it. Enjoy!! ❤

http://www.talkingpeople.net/tp/library/scripts/vagmon/VM_scripts.html

Oh, Eve Ensler ended up triggering a world movement. Check out what it’s all become, V-Day (Vagina Day) and the city of joy, against violence against women and girls.

Useful language to end(ing) OPs

 

Dear All,

This is the compilation, or at least the one OPs_cartoon.gifthat I made, about the “brainstorming” exercise we did on Monday 28th in class, do you remember? The issue was that ending the OPs seemed to be a tough task for more of us, so we were thinking together useful sentences or tips for ending the OPs, in order to give a “decourous” closing to our talks. Please, feel free to add or comment on anything I would have missed or got wrongly. (Note to the teacher, I’m not sure if the ellipsis can include the auxiliary (have), i.e. I would have missed or (have) got wrongly, thanks)

Here it is what I wrote:

  1. Thank you for listening (to me). If you have any questions I’ll be glad to answer them/don’t hesitate to ask.
  2. That’s all. Would you like to pose a question? Would you like to ask something  anything? (polite)
  3. To sum up (after this you have to summarize what you have said, i.e. to give the audience a summary)
  4. To conclude/finish/to end my presentation I’d like to mention/add/share with you  my personal opinion
  5. All things considered, I’d say that [home-schooling] is a very interesting topic.
  6. I’m running out of time, so just let me say this final words….
  7. My thoughts on this topic are…..
  8. I think that’s just about it.
  9. That’s all I have in mind about this topic/issue.
  10. I’m sorry I’m not an expert on this topic (I think this is very honest, but I don’t like it very much because it makes you feel less confident).
  11. I hope you have enjoyed my presentation/talk, please do not hesitate to ask any question or doubt you have
  12. With this story/thought/quote I finish my presentation