Euthanasia and dying
1) Please, create a text where you will present a place you know. Make sure you talk about food, climate and places of interest — everything an average tourist needs to know. Let p 77 from your Student’s Book guide you!
Please, send me the test (or put in comments) before Tuesday.
2) A new project for you. The first part (playlists) is due Tuesday, March 19. Get to work! http://preteach.ru/playlists
Here are bits of your HW:
- Send me some writing (unless you have done so recently). Write a summaryof an article and or a promotion leaflet
- Finish workbook Unit6
- SB p 75
- The teacher — food idioms (all of them)
1) Please, write a leaflet for your school / work / home.
Do not worry about pictures or lay-out. I need your text only! ))
Some tips are here
Olga and Tanya, please, make use of our intensive classwork!
2) Learn all the words about food we’ve covered
3) Watch THE crazy TEACHER’s talk about sports !
First of all, watch a video clip on FOOD idioms! It’s fun! (series 2)
1. Plan a letter of complaint (to be explored in class)
2. Watch a video on the subject (see below)
3. Check for vocab here: complaint letter constructor
4. Write the letter
5. Post the letter in comments on Monday night or earlier
6. Check out these cards: set 1; set 2, more
7. You can read about food here ))
We’ll have a little party next Friday, December 21. Bring your friends! (it’s free for everyone)
- WB pp 28-29 (read the rules from the SB before you do the task)
- WB p 30 #1-2
- Write a short text based on SB #4 p 49 (new grammar practice). Put your writing into comments
- I want to see your questions (about the lecture and the movies)
You will find some video presentations here http://preteach.ru/archives/1134 Please,
This is how I see our T-TR group formally (tried to hold my emotions)
I have been teaching New Inside Out for 3 months now to a group of mixed-ability students. The learners are of different backgrounds; age ranging from early 20s to mid-40s. Quite a few of them are global learners with experience in studying other languages. One of the students is a clear example of analytical learner with extra attention to form, logics and language analysis (not surprisingly her weakest skill is speaking). Another student has an extreme influence of L1. It probably comes from grammar-translation method which she has been using since childhood (this learner is in her forties and “old-school” approach to learning can be clearly noticed). All learners speak Russian as their mother tongue.
This is a group of 10 upper-intermediate learners of English with several students deviating from the main cohort (one of them being at advanced and one — at a strong intermediate level). On a placement test a series of grammar tasks was offered and speaking was evaluated in pairs (FCE/CAE format with visuals). On average, linguistic competences within the group vary, with writing being the most undeveloped skill.
Group needs analysis shows that all students require English for oral communication, including professional speaking. Moreover, some of them would be interested in developing their academic skills and, possibly, taking proficiency tests at a later stage. At this point New Inside Out Upper Intermediate has been selected as a main source of vocabulary, grammar, and speaking activities.