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Contact Details Peter Heymans peter.heymans@gmail.com. Important dates 22/10/2014 : Listening test 26/10/2014-2/11/2014:  Autumn break 3/12/2014:  Listening test 21/12/2014-4/1/2015:  Christmas holiday 3/6/2015:  Final class. Warm-up: Homophones What are homophones?

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Presentation Transcript
slide1

Contact Details

  • Peter Heymans
  • peter.heymans@gmail.com
slide2

Important dates

  • 22/10/2014: Listening test
  • 26/10/2014-2/11/2014: Autumn break
  • 3/12/2014: Listening test
  • 21/12/2014-4/1/2015: Christmas holiday
  • 3/6/2015: Final class
slide3

Warm-up: Homophones

What are homophones?

Words that sound the same but have different meanings and often different spellings.

Can you give an example?

be and bee

through and threw

How does the exercise work?

which and witch

their and there

slide4

Warm-up: Homophones

  • Due – dew (2. small drops of water that form on the ground during the night)
  • Court – caught
  • Muscles – mussels
  • Beach – beech (a large tree with smooth grey bark and small nuts)
  • Vain – vein
  • Air – heir
  • Suite - sweet
  • Allowed – aloud
  • Sow – sew – so
  • Rain – reign – rein
  • Choose – chews
  • Serial - cereal
unit 1

Unit 1

Talented

slide9

I’m not really convinced

..\Class audio\Listening fragments\English Unlimited CD1\01 Nummer 1.wma

Derek’s started playing golf. He doesn’t enjoy it.

Jennifer’s read the article. Derek hasn’t.

Jennifer seems to be convinced. Derek isn’t sure.

slide10

I’m not really convinced

..\Class audio\Listening fragments\English Unlimited CD1\01 Nummer 1.wma

It’s not a new idea. Also, practice isn’t everything: talent is important, too.

He’s not really convinced by the idea

It makes sense. He hadn’t thought about it in this way before.

Spoil

To make something less enjoyable

slide11

I’m not really convinced

The whole picture

the most important facts about a situation and the effects of that situation on other things

You're just taking into account Melissa's views of the situation but of course that's not the whole picture.

slide13

I’m not really convinced

The whole picture

the most important facts about a situation and the effects of that situation on other things

You're just taking into account Melissa's views of the situation but of course that's not the whole picture.

Persuasive

Convincing (to persuade)

slide14

I’m not really convinced

  • Have a look at the summaries from a science website on p 118.
  • In pairs: discuss the articles.
  • Try to find a reason why these claims might be true.
  • Do you agree with what they say? Why or why not? Choose one theory that sounds very likely and one that sounds very unlikely.
  • Try to use the expressions you’ve just learnt.
slide15

I’m not really convinced

Likelihood

the chance that something might happen

Does size matter?

Is it important?

To speed recovery

Make you recover (get better) faster

slide16

I’ve always been good at

..\Class audio\Listening fragments\English Unlimited CD1\02 Track 2.wma

When she was a child

When shopping and in her work as a civil engineer

His university and his country

A couple of hours

Moving from place to place made her skilled at meeting new people.

Running a social club for the elderly

Related: what do you call a place where old people live and are looked after?

Retirement home or old people’s home

slide17

Present perfect simple

  • I’ve lost my keys. Where are they?
  • Finished action in the past (I lost my keys), but with a result now (I can’t find them now).
  • I lost my keys while I was on holiday in Greece three years ago.
  •  Finished action in the past, but without a result in the present.
slide18

State verbs

State verbs generally fall into 4 groups:

Emotion: love, hate, want, need...

Possession: have, own, want...

Sense: see, hear, smell, seem...

Thought: know, believe, remember...

slide19

State verbs

 It sounds strange/unusual, that’s why it’s a slogan

slide21

Present perfect progressive

Form:

Has/have + been + -ing

Use:

Emphasise duration or repetition (focus on the action itself rather than the result of the action)

Activities that started in the past and that are still happening now

Often: both are possible and there’s only a difference in emphasis

slide22

Present perfect progressive

’ve always been (c: ‘be’ is a state verb, so we use the simple rather than the progressive)

’ve been doing (e: We could use the simple, but the progressive sounds more natural; you want to emphasise that it’s a regular activity; focus on the action rather than the result of the action)

’ve completed (a) (focus on the result rather than the action)

’ve won (a)

’ve been advertising (e: We could use the simple, but the progressive sounds more natural; you want to emphasise that it’s a regular activity; focus on the action rather than the result of the action)

’ve given up (b) (focus on the result)

’ve become (b) (focus on the result)

’ve been experimenting (d) (you want to emphasise that it’s a regular activity; focus on the action rather than the result of the action)

slide23

Present perfect progressive

More info and exercises:

http://www.englishpage.com/verbpage/presentperfectcontinuous.html

slide25

Present perfect progressive: Conversation exercise

  • Read your question
  • Walk around and ask everyone your question
  • Try to use the tenses we’ve just talked about/we’ve just been
  • talking about.
slide27

Two presentation tasks

  • Spoken production: a presentation based on an online audio/video source
  • Spoken interaction: a debate, a proposal or a role play
slide28

A presentation

Preparation

One week in advance you are informed about the topic you should give a presentation about (topic recently covered in class). Students prepare a short talk based on an online audio or video source.

Presentation (3-5 minutes)The presentation consists of a summary of the online source (or certain aspects of it highlighted). Visuals are not allowed, prompt cards are. Texts must not be recited or read off a page.

Follow-up (5-10 minutes)

The presenter prepares a number of questions about the topic and asks the class about their opinion.

Afterwards

Students post the link of their online source on the forum of the Cambridge online workbook.

slide29

A presentation

When?

Schedule: ..\Presentations\Schedule.xlsx

slide30

Interaction

One of the following three tasks:

Debate: participating in a debate and defending one’s point of view

Subject to be agreed upon – related to the main topic of the lesson.

b)Collaborativetask: preparing and presenting a proposal

Subject to be agreed upon – related to the main topic of the lesson.

c)Role play: having a conversation

Subject to be agreed upon – related to the main topic of the lesson.

These tasks will be set at regular intervals as part of the main lesson.

slide31

What is glossophobia?

Glossophobia or speech anxiety is the fear of public speaking or of speaking in

general. The word glossophobia comes from the Greek γλῶσσαglōssa, meaning tongue, and φόβοςphobos, fear or dread.

Stage fright may be a symptom of glossophobia. (Wikipedia)

slide32

Presentation Task

  • In groups of three:
  • How do you feel about public speaking? Do you suffer from stage fright? Do you know any tricks to overcome stage fright?
  • Tell each other about past and present experiences: presentations you had to give at school, university or at work?
slide33

Presentation Task: 5 Things Every Presenter Needs To Know About People

https://www.youtube.com/watch?v=WJUblvGfW6w

..\Audio and video\5 Things Every Presenter Needs To Know About People.mp4

Listen to the presentation and take some notes that will help you to summarise the presentation afterwards

slide34

Presentation Task: 5 Things Every Presenter Needs To Know About People

Try to reconstruct the talk with the help of these drawings

slide35

Presentation Task: 5 Things Every Presenter Needs To Know About People

People learn best in twenty-minute chunks (our attention span is limited) ( a chunk: a large amount or part of something)

Multiple sensory channels compete: if you have complicated information for people to look at or read, they won’t be listening to you at all (do you really need the slides?)

Pay attention to non-verbal communication: voice, hand movements...(think about how you’re saying what you’re saying)

Call people to action (or at least, try to engage the audience)

People imitate your emotions: show how you feel about your topic

slide36

How to overcome stage fright?

The science of stage fright (and how to overcome it) - Mikael Cho

https://www.youtube.com/watch?v=K93fMnFKwfI

slide37

Homework

Online workbook:

p 131: Grammar reference and practice