Wednesday, April 24, 2024
Thursday, April 18, 2024
ECS
Programme
Part I Listening comprehension 45 min.
Part II Reading comprehension 35-45 min.
Part III Grammar 40-50 min.
Part IV Writing 40-50 min.
Part V Speaking (oral exam) 10 min. (- Introduce youself
Wednesday, April 17, 2024
11 e English in Mind lessons
Student book Workbook Language Builder
English in Mind resources - Listening Comprehension activity for Unit 5
Quizlet.com -vocabulary of the Unit
liveworksheets.com -grammar and voc worksheets
Plan :
Week 29/04-03/04
Tuesday 30/04 (info) -Listening Comprehension Unit 6resources, Present Perfect worksheets,
Thursday 02/05
Present Perfect SB
p.79-80,
SB p. 40-41,
LB p.56, WB p. 55/1 (if not finished the rest becomes HW)
Thursday 21/03
(2nd)” How to write an argumentative essay”
Week 06-10/05
Monday 06/05 – Have you ever…? LBp.57, SB 41-42
Tuesday 07/05 (salle 26) – LC, Life experiences: Past Simple, Present Perfect –LB p.58, WB p55/2, worksheet «Present Perfect vs Past Simple»,
Week 13/05-17-05
Monday 13/05 – Life
experiences: Past Simple, Present Perfect, worksheet «Present Perfect vs Past Simple»
(to check),
Tuesday 14/05 (info) - revising grammar themes for
ECS, my-english-workbook.blogspot.com, exercises on liveworksheets.com
Thursday 16/05 Test Unit 6
Thursday 17/04(2nd)” How to write an argumentative essay”
Unit6 Test - Thursday 16/05
Plan :
Week 18/03-22/03
Tuesday 19/03 (info) -Listening
Comprehension Unit 5 resources,
-Past Simple vs Past Continuous
worksheets on
Thursday 21/03
Inventions: SB p.34 Listening Comprehension, SB p.35
Thursday 21/03
(2nd) How the development of medicine has changed the world
Week 25/03
Monday 25/03 – Past Simple, Past Continuous – worksheets, LB
p.46-48
Week 15/04-19-04
Monday 15/04 – (presentations), Past Simple, Past Continuous – worksheets, LB
p.46-48, WB p40-41ex1 (if not finished
the rest becomes HW onThursday)
Tuesday 16/04 (info) - Listening Comprehension, quizlet and grammar worksheets on liveworksheets.com
Thursday 17/04 -(presentations)
Thursday 17/04(2nd)
(presentations)
Week 22/04-26/04
Monday 22/04 - Passive Voice worksheet, SB p79, WB p.44 ex 7, LB p 49, exercises (paper worksheets), (if not finished the rest becomes HW onThursday)
Tuesday 23/04 (info) - phrases with “GET”LB p.42, WB p.41/2
Listening Comprehension, quizlet and grammar worksheets on
liveworksheets.com
Thursday 25/04 -preparation for the test
Unit 5 Test - Monday 29/04
Thursday 29/02
1 lesson : Modal verbs video
Modal verbs worksheet (distributed)
2 lesson : Test Unit 3 for the rest 5 students who didn't pass.
Monday 26/02
Unit 4 Growing up / Ages and stages of life
Worksheet Growing up (Vocabulary)
Thursday 08/02 TEST UNIT 3
Objectives:
-Be able to understand an audio file on the "Environment" theme and to do the Listening Comprehension exercises.
-Learn and be able to use the Vocabulary of the Unit (LB p30-31, worksheets with vocabulary)
-Be able to translate and to identify the phrases with "0 Conditional and 1st Conditional", "Will" for predictions.
Tuesday 06/02
English in Mind resources - Listening Comprehension activity for Unit 3
Quizlet.com -vocabulary of the Unit
liveworksheets.com -grammar and voc worksheets
Monday 05/02
Environment vocabulary worksheet
0 and 1st Conditionals worksheet
Reading Comprehension text exercises
Monday 29/01/2024
Better town for teenagers SB p.23
Thursday 25/01/2024
Role game : Sustainability and environment conference
Environment conference roles in detail
Monday 04/12/2023 Unit 3 OUR PLANET
Circular Economy Listening Comprehension
Text Comprehension exercises worksheet
Circular Economy homework worksheet
Tuesday 28 /11/2023
1. Do the reading comprehension online
2. Study the list of irregular verbs on Quizlet:
11 SB - List of the verbs to be - to lie
11 SA - List of the verbs to lose-to write
3. Do the exercises on Liveworksheets.com
Unit 2
Grammar: Past Simple
Irregular verbs link to Quizlet
1. List of the verbs to be - to lie
2. List of the verbs to lose-to write
Unit 1
Grammar : Present Simple vs. Present Continuous (fiche page3 pages 4-6 )
Present Simple (explanation)
Unit's Vocabulary 1page list 2page list on Quizlet
Exercises : Stative verbs (Video exercise)
At the travel agency SB p.8
Speaking: What are the most important things for you when you go on holiday?
Listening Comprehension: At travel agency. audio CD1 T6
Worksheet -dialogue to fill in (opinion adjectives)
Exercises to do WB p. 6 ex 5, p.10 ex.2 What +be+ subject+like?
How+be+subject? LB p.8
Opinion Survey to fill in
Student A and Student B Spoken interaction task (sur feuille)
Act out the conversation. (prepare a dialog and act it out )
Listening Comprehension task : Watch EiMTV Episode 1: The Kimono Video The Kimono
Do the comrehension exercises online. And do the worksheet exercises. (sur feuille)
Prepositions of movement Quizlet.com
Tuesday 19/09 Test Unit 1:
Listening Comprehension,
Reading Comprehension
Grammar: - Present Simple vs. Present Continuous
- What +(be)+subject+like? / How +(be) +subject?
Monday 25/09 Vocabulary and writing test Unit 1:
Unit Vocabulary LB p 10-11
Prepositions of Movement LB p 10
Opinion adjectives LB p 10
Writing (example WB ex 7 p.8)
Tuesday 26/09
I. Quizlet.com class member,
- Follow the invitation link to join the Quizlet class ( Press the button 'Rejoindre la classe')
II. Go to the English in Mind ressources page :
1. Do Listening Comprehension Level 1
2. Reading Level 1
Tuesday 03/10
1. Watch the video and learn the rules Comparative and superlative ( theory)
2. Do the exercises Liveworksheets.com (practice)
9 e English in Mind lessons
English in Mind resources - Listening and reading comprehension
liveworksheets.com -online exercises (Friday) (Login->User: Name9SB, Pass:Name9SB)
UNITS
|
Objectives |
Resources |
|
1)Apprendre à parler du passé en utilisant le temps du Prétérit /' The Past Simple' (avec les verbes irréguliers), 2)Apprendre la liste des verbe irréguliers 3)Savoir faire des
comparaisons en utilisant des adjectifs comparatifs et superlatifs 4)Savoir décrire les
places en utilisant les adjectifs et des opposés du vocabulaire de l'Unité 5)Savoir donner et suivre
les directions en utilisant des prépositions de place 6)Apprendre le vocabulaire de l’Unité 6 TEST UNIT 6- Mardi le 7 Mai |
1)SB p. 78-79, p.40, WB p.51 ex. 1 a,b,c, Fiche ‘Past Simple’(I did) 2)SB p.91 3)SB p.85, LB p.56-57, WB p.52 ex 2 a,b,c 4)SB p.41 c., LBp.52, WB p.53-54 ex.4a,b, ex5 a,b 5)SB p.43 ex.4 a,b,c |
Prepositions of time video exercise1 a
WAS/were video exercise1 a video exercise 2 a
Unit 4 World of Music
Prepositions of time IN, ON, AT
WAS / WERE - verb to be in the Past Simple
Unit 3 Fashion
Asking for permission: Can I ...?
Invitation link to Quizlet class
Test Unit 2 Mardi 14/11
Objectifs:
-Apprendre et savoir utiliser le vocabulaire de l'Unité 2 (LB p.20-21)
-Apprendre et savoir utiliser la grammaire de l'Unité 2 :
a.The Present Continuous (LB p 16-17)
b.Questions (general, special - cahier)
----------------------------------------------------------------------------
The present continuous link to the video
Information questions (Special questions)
SB p.15 Grammar reference p. 76
LB p18 WB p 18
Grammar : Present Simple
Present Simple (explanation) table
Exercises LB p.6-7
Unit Vocabulary on Quizlet LB p.10-11
Invitation link to Quizlet class
Present Simple exer. Simon's routine day
Saturday, September 16, 2023
How to write an essay
What is an essay?
An essay is a written composition that presents an author's argument or point of view on a particular topic or issue. It is a common assignment in many academic disciplines.
The purpose of an essay is to communicate the author's ideas and thoughts in a clear and concise manner.
The structure of an essay typically includes an introduction that presents the thesis statement or main argument, body paragraphs that provide supporting evidence and analysis, and a conclusion that restates the thesis and summarizes the main points of the essay.
Types of an essay
There are several types of essays, each with a unique purpose, style, and format.
Some of the most common types of essays include:
1.Personal essays: These essays are often used as a way for students to practice expressing their thoughts and experiences in English. example
2.Argumentative essays: These essays require students to develop and defend a position on a controversial topic. example1, example 2
3.Descriptive essays: These essays require students to use descriptive language to paint a vivid picture of a person, place, or thing. example
4.Compare and contrast essays: These essays require students to examine the similarities and differences between two or more subjects. example
5.Cause and effect essays: These essays require students to analyze the causes and consequences of a particular event or phenomenon. example1, example 2
6.Process essays: These essays require students to explain how to do something, step by step. example
The goal of ESL essays is to help non-native speakers improve their English language skills, particularly their ability to communicate their ideas and thoughts effectively in writing. ESL essays may require additional attention to grammar, vocabulary, and sentence structure, as well as a clear and logical organization of ideas.
Structure of an essay
The structure of an essay typically includes
1. an introduction that presents the thesis statement or main argument,
2. body paragraphs that provide supporting evidence and analysis,
3. a conclusion that restates the thesis and summarizes the main points of the essay.
Linking words for the structure
Introduction:
To begin with / Pour commencer, introduce the topic and provide some background information or context.
This essay will explore / Cet essai explorera, state the purpose of the essay and the main points that will be discussed.
Firstly / Tout d'abord, introduce the first main point of the essay.
Body Paragraphs:
Secondly/ Deuxièmement, introduce the second main point of the essay
In addition / En plus, introduce additional points to support the first main point.
Furthermore / En outre, provide more supporting details or examples for the first main point.
Moreover / Par ailleurs, add more information to support the first main point.
Similarly / De même, introduce the second main point of the essay.
Likewise / Pareillement, provide supporting details or examples for the second main point.
On the other hand / D'autre part, introduce a contrasting point or counterargument.
On the contrary / Au contraire, provide more details about the contrasting point or counterargument.
However / Cependant, introduce a different perspective or opinion on the topic.
Nevertheless / Néanmoins, provide more supporting details or examples for the different perspective or opinion.
Despite this / Malgré cela, acknowledge any limitations or weaknesses of the essay's argument.
Conclusion:
Therefore / Par conséquent, summarize the main points of the essay.
Thus / Ainsi, restate the purpose of the essay and its relevance.
Consequently / En conséquence, offer any final thoughts or implications of the essay's argument.
In conclusion / En conclusion, provide a final statement that concludes the essay.
Some more linking words
In fact, / En fait,
Notably, / Notamment,
Importantly, / Il est important de noter que,
Another key point, / Un autre point clé,
It is worth noting, / Il convient de noter que,
Hence, / D'où,
As a result, / Par conséquent,
Ultimately, / En fin de compte,
To sum up, / Pour résumer,
Overall, / Dans l'ensemble,
It is important to consider, / Il est important de considérer,
In summary, / En somme,
To start with, / Pour commencer,
This essay will shed light on, / Cet essai mettra en lumière,
The purpose of this essay is to, / Le but de cet essai est de,
Similarly, / De la même manière.
Opposites
Pros/ for advantages benefits strengths upsides positive aspect gains good side |
Cons/against disadvantages drawbacks weaknesses downsides negative aspect faults bad sides |
Exercises
Essay Prompt: Discuss the benefits and drawbacks of social media.
Task: In pairs, create an outline for an essay about the benefits and drawbacks of social media. Use the following steps to guide your work:
- Write the essay prompt at the top of your paper.
- Brainstorm possible arguments for both sides of the debate.
- Use a graphic organizer to sort your ideas into categories (pros/cons).
- Write a clear thesis statement that states your position on the topic.
- Organize your arguments into three or four main points, and assign each point to a separate paragraph.
- Write a topic sentence for each paragraph that summarizes the main idea of the paragraph.
- Use bullet points to list supporting evidence or examples for each argument.
- Check that your outline is clear and easy to follow.
Topics of essays to brainstorm for ideas
The pros and cons of technology in our daily lives
How technology has changed the way we communicate
The advantages and disadvantages of social media in modern society.
The positive and negative influence of technology on education and learning
The future of technology and its implications for society
The role of technology in healthcare and medicine
The ethical concerns surrounding the development of artificial intelligence
The impact of technology on the job market and employment opportunities
The importance of cybersecurity in the digital age
The history of technological advancements and their impact on society.
The most important medical inventions in history and their impact on healthcare.
The most important technological inventions in transportation and their impact on society.
The most important inventions in the field of communication and how they have transformed the way we connect with each other.
The most important inventions in the field of agriculture and their impact on food production.
The most important inventions in the field of energy and their impact on the environment.
The most important inventions in the field of entertainment and how they have changed the way we consume media.
The most important inventions in the field of education and their impact on learning.
The most important inventions in the field of construction and how they have revolutionized the building industry.
The most important inventions in the field of space exploration and their impact on scientific discovery.
The most important inventions in the field of finance and their impact on global commerce.
Wednesday, August 23, 2023
Thursday, June 15, 2023
Rumpelstilskin role-play
"Rumpelstiltskin"
Once there was a miller who was poor, but who had a beautiful daughter. Now it happened that he had to go and speak to the King, and in order to make himself appear important he said to him, "I have a daughter who can spin straw into gold."
The King said to the miller, "That is an art which pleases me well; if your daughter is as clever as you say, bring her to my palace, and I will see what she can do."
And when the girl was brought to him he took her into a room which was quite full of straw, gave her a spinning-wheel and a reel, and said, "Now set to work, and if I see tomorrow morning that you have not spun this straw into gold during the night, you must die." Thereupon he himself locked up the room, and left her in it alone. So there sat the poor miller's daughter, and for the life of her could not tell what to do; she had no idea how straw could be spun into gold, and she grew more and more miserable, until at last she began to weep.
But all at once the door opened, and in came a little man, who said, "Good evening, Mistress Miller, why are you crying so?"
"Alas!" answered the girl, "I have to spin straw into gold, and I do not know how to do it."
"What will you give me," asked the little man, "if I do it for you?"
"My necklace," said the girl.
The little man took the necklace, seated himself in front of the wheel, and whirr, whirr, whirr, three turns, and the reel was full; then he put another on, and whirr, whirr, whirr, three times round, and the second was full too. And so it went on until the morning, when all the straw was spun, and all the reels were full of gold.
By daybreak the King was already there, and when he saw the gold he was astonished and delighted, but his heart became only more greedy. He had the miller's daughter taken into another room full of straw, a much larger room, and commanded her to spin that also in one night if she valued her life.
The girl knew not how to help herself, and was crying when the door again opened, and the little man appeared and said, "What will you give me if I spin that straw into gold for you?"
"The ring on my finger," answered the girl. The little man took the ring, again began to turn the wheel, and by morning had spun all the straw into glittering gold.
The King rejoiced beyond measure at the sight, but still he had not gold enough; and he had the miller's daughter taken into a still larger room full of straw, and said, "You must spin this, too, in the course of this night; but if you succeed, you shall be my wife."
"Even if she be a miller's daughter," thought he, "I could not find a richer wife in the whole world."
When the girl was alone, the little man came again for the third time, and said, "What will you give me if I spin the straw for you this time also?"
"I have nothing left that I could give," answered the girl.
"Then promise me, if you should become Queen, to give me your first child."
"Who knows whether that will ever happen?" thought the miller's daughter; and, not knowing how else to help herself, she promised to give the little man what he wanted, and for that he once more spun the straw into gold.
And when the King came in the morning and found all as he had wished, he took her in marriage, and the pretty miller's daughter became a Queen.
A year after, she had a beautiful child, and she never gave a thought to the little man.
But suddenly he came into her room, and said, "Now give me what you promised." The Queen was horror-struck, and offered him all the riches of the kingdom if he would let her keep her child. But he said, "No, something that is living is dearer to me than all the treasures in the world." Then the Queen began to weep and cry so that the little man pitied her. "I will give you three days' time," said he. "If by that time you find out my name, then shall you keep your child."
So the Queen thought the whole night of all the names that she had ever heard, and she sent a messenger over the country to inquire, far and wide, for any other names that there might be. When the little man came the next day, she began with Caspar, Melchior, Balthazar, and said all the names she knew, one after another; but to every one the little man said, "That is not my name."
On the second day she had inquiries made in the neighborhood as to the names of the people there, and she repeated to the little man the most uncommon and curious.
"Perhaps your name is Shortribs, or Sheepshanks, or Laceleg?" but he always answered, "That is not my name."
On the third day the messenger came back again, and said, "I have not been able to find a single new name, but as I came to a high mountain at the end of the forest, where the fox and the hare bid each other good night, there I saw a little house, and before the house a fire was burning, and round about the fire quite a ridiculous little man was jumping. He hopped upon one leg, and he shouted this rhyme:
'Today I brew, tomorrow I bake,
The next the young Queen's child I'll take.
How hard it is to play my game
For Rumpelstiltskin is my name!'"
You may think how glad the Queen was when she heard the name! And when soon afterwards the little man came in and asked, "Now, Mistress Queen, what is my name?"
At first she said, "Is your name Conrad?"
"No."
"Is your name Harry?"
"No."
"Perhaps your name is Rumpelstiltskin?"
"The devil has told you that! The devil has told you that!" cried the little man, and in his anger he plunged his right foot so deep into the earth that his whole leg went in; and then in rage he pulled at his left leg so hard with both hands that he tore himself in two.
(adapted from Household Tales by the Brothers Grimm, translated from the German by
Margaret Hunt; original text in the public domain)
clever -mentally quick and resourceful
know-how -the (technical) knowledge and skill required to do something
astonished -filled with the emotional impact of overwhelming surprise or shock
delighted -greatly pleased
greedy -immoderately desirous of acquiring e.g. wealth
value -the quality (positive or negative) that renders something desirable or valuable
glitter -the quality of shining with a bright reflected light
rejoice - feel happiness or joy
succeed -attain success or reach a desired goal
promise -a verbal commitment by one person to another agreeing to do (or not to do) something in the future
strait -a narrow channel of the sea joining two larger bodies of water
suddenly -happening unexpectedly
treasure -any possession that is highly valued by its owner
lament -a cry of sorrow and grief
pity -a feeling of sympathy and sorrow for the misfortunes of others
repeated -recurring again and again
curious -eager to investigate and learn or learn more (sometimes about others' concerns)
ridiculous -incongruous;inviting ridicule
style -how something is done or how it happens
imagine -expect, believe, or suppose
plunge -dash violently or with great speed or impetuosity
rage -a feeling of intense anger
Once there was a miller who was poor, but who had a beautiful daughter. Now it happened that he had to go and speak to the King, and in order to make himself appear important he said to him, "I have a daughter who can spin straw into gold."
The King said to the miller, "That is an art which pleases me well; if your daughter is as clever as you say, bring her to my palace, and I will see what she can do."
And when the girl was brought to him he took her into a room which was quite full of straw, gave her a spinning-wheel and a reel, and said, "Now set to work, and if I see tomorrow morning that you have not spun this straw into gold during the night, you must die." Thereupon he himself locked up the room, and left her in it alone. So there sat the poor miller's daughter, and for the life of her could not tell what to do; she had no idea how straw could be spun into gold, and she grew more and more miserable, until at last she began to weep.
But all at once the door opened, and in came a little man, who said, "Good evening, Mistress Miller, why are you crying so?"
"Alas!" answered the girl, "I have to spin straw into gold, and I do not know how to do it."
"What will you give me," asked the little man, "if I do it for you?"
"My necklace," said the girl.
The little man took the necklace, seated himself in front of the wheel, and whirr, whirr, whirr, three turns, and the reel was full; then he put another on, and whirr, whirr, whirr, three times round, and the second was full too. And so it went on until the morning, when all the straw was spun, and all the reels were full of gold.
By daybreak the King was already there, and when he saw the gold he was astonished and delighted, but his heart became only more greedy. He had the miller's daughter taken into another room full of straw, a much larger room, and commanded her to spin that also in one night if she valued her life.
The girl knew not how to help herself, and was crying when the door again opened, and the little man appeared and said, "What will you give me if I spin that straw into gold for you?"
"The ring on my finger," answered the girl. The little man took the ring, again began to turn the wheel, and by morning had spun all the straw into glittering gold.
The King rejoiced beyond measure at the sight, but still he had not gold enough; and he had the miller's daughter taken into a still larger room full of straw, and said, "You must spin this, too, in the course of this night; but if you succeed, you shall be my wife."
"Even if she be a miller's daughter," thought he, "I could not find a richer wife in the whole world."
When the girl was alone, the little man came again for the third time, and said, "What will you give me if I spin the straw for you this time also?"
"I have nothing left that I could give," answered the girl.
"Then promise me, if you should become Queen, to give me your first child."
"Who knows whether that will ever happen?" thought the miller's daughter; and, not knowing how else to help herself, she promised to give the little man what he wanted, and for that he once more spun the straw into gold.
And when the King came in the morning and found all as he had wished, he took her in marriage, and the pretty miller's daughter became a Queen.
A year after, she had a beautiful child, and she never gave a thought to the little man.
But suddenly he came into her room, and said, "Now give me what you promised." The Queen was horror-struck, and offered him all the riches of the kingdom if he would let her keep her child. But he said, "No, something that is living is dearer to me than all the treasures in the world." Then the Queen began to weep and cry so that the little man pitied her. "I will give you three days' time," said he. "If by that time you find out my name, then shall you keep your child."
So the Queen thought the whole night of all the names that she had ever heard, and she sent a messenger over the country to inquire, far and wide, for any other names that there might be. When the little man came the next day, she began with Caspar, Melchior, Balthazar, and said all the names she knew, one after another; but to every one the little man said, "That is not my name."
On the second day she had inquiries made in the neighborhood as to the names of the people there, and she repeated to the little man the most uncommon and curious.
"Perhaps your name is Shortribs, or Sheepshanks, or Laceleg?" but he always answered, "That is not my name."
On the third day the messenger came back again, and said, "I have not been able to find a single new name, but as I came to a high mountain at the end of the forest, where the fox and the hare bid each other good night, there I saw a little house, and before the house a fire was burning, and round about the fire quite a ridiculous little man was jumping. He hopped upon one leg, and he shouted this rhyme:
'Today I brew, tomorrow I bake,
The next the young Queen's child I'll take.
How hard it is to play my game
For Rumpelstiltskin is my name!'"
You may think how glad the Queen was when she heard the name! And when soon afterwards the little man came in and asked, "Now, Mistress Queen, what is my name?"
At first she said, "Is your name Conrad?"
"No."
"Is your name Harry?"
"No."
"Perhaps your name is Rumpelstiltskin?"
"The devil has told you that! The devil has told you that!" cried the little man, and in his anger he plunged his right foot so deep into the earth that his whole leg went in; and then in rage he pulled at his left leg so hard with both hands that he tore himself in two.
(adapted from Household Tales by the Brothers Grimm, translated from the German by
Margaret Hunt; original text in the public domain)
clever -mentally quick and resourceful
know-how -the (technical) knowledge and skill required to do something
astonished -filled with the emotional impact of overwhelming surprise or shock
delighted -greatly pleased
greedy -immoderately desirous of acquiring e.g. wealth
value -the quality (positive or negative) that renders something desirable or valuable
glitter -the quality of shining with a bright reflected light
rejoice - feel happiness or joy
succeed -attain success or reach a desired goal
promise -a verbal commitment by one person to another agreeing to do (or not to do) something in the future
strait -a narrow channel of the sea joining two larger bodies of water
suddenly -happening unexpectedly
treasure -any possession that is highly valued by its owner
lament -a cry of sorrow and grief
pity -a feeling of sympathy and sorrow for the misfortunes of others
repeated -recurring again and again
curious -eager to investigate and learn or learn more (sometimes about others' concerns)
ridiculous -incongruous;inviting ridicule
style -how something is done or how it happens
imagine -expect, believe, or suppose
plunge -dash violently or with great speed or impetuosity
rage -a feeling of intense anger
Discussion: Who was the real villain? Was it really Rumpelstiltskin?
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