Summary 21.11.06
November 21st 2006
21st November 2006

We started our English lesson with the following riddle:

YY U R , YY U B
I C U R YY 4 me


After that, we had to do a puzzle about punctuation in groups. Then Illya explained us the importance of writing out dates (like I did in the title).
Afterwards all corrected the Punctuation letter, which we did as homework. Next, Illya told us to look to the Punctuation in books we are reading.
After having done an additional exercise to train our Punctuation in the book on pg. 48, we looked into an application letter and listened to five people, who spoke about the interviews they attended.
Before the break, we talked about our personal experiences of interviewing or being interviewed. Markus can still remember his conversation about the relationship to his sisters ;-)

Which language is used to introduce advice and problems in the tape script? The examples we did, are a guide to finding the right information during a listening.

At the end, we received a map of life. Our task was to find out a suitable story about Tony Wood’s life. But, Tony or no Tony, we learned a variety of expressions like: take the usual path, take the first step towards, were at a crossroads….

Now I am coming to the end of the road.

Lastly, the homework:
- Draw the own life map on blank paper
- Write the explanation on a separate sheet
- pg. 51 grammar
- pg. 52-53 reading
+ underline expressions with time
- Workbook pg. 32 open cloze
+ underline phrases and document it (Wiki, cards, notebook…)

The teaching challenge

Last week we watched a video about a teaching challenge, and about punctuation. Now I have to admit that the benefits for your own punctuation may not be great, but you certainly will have gained an awareness of the damage that can be done with false punctuation.

Even more interesting I find the cultural differences between the school in the video and our schools.

You will find the video by clicking on the book or quicktime and I hope you will be able to watch it on your computer. Or you can find the site with other possibilities besides quicktime HERE.

I also hope that you will take the chance to discuss by using the comments function.

Things to think about:

What did you gain for your own punctuation knowledge?

How well did Lynne Truss do in your eyes? Do you agree with the teacher?

What differences do you see between that school and your school? Can you go beyond just the superficial?

CAE summary, 14.11.06

At the beginning Illya gave us a riddle and we made some conditional exercises.

Afterwards, we enjoyed a funny lesson. Illya brought three different english games which we played in groups. Game number one was about the conditional, number to was linked with a little writing task and number three was an exercise in talking.

After the break we had a look at punctuation rules. We wrote down the following rules:

Capital letters: titles, nationality

Apostrophes: genitive plural s, for missing letters

Hyphens: often with certain prefixes, when words change meaning, descriptive phrases used as an adjective

Commas: around descriptive clauses, phrases, comments; after introductory words and longer phrases
NOT: When a clause starts with `that`, before defining clauses, after phrases like: On Monday...

Next, Illya gave us our homework and showed us a short movie where we found out how punctuation can change the meaning of a sentence.

Homework:
1. punktuation sheet
2. worksheet conditional
3. CAE book pg 46, 47, reading task
4. Workbook pg 34, 35, report

Regina Steiner

CAE summary 7.11.06

To warm up, we exchanged homework from the listening text “gathering information” (p.31):

- Agreement: yes, I do go along with the fact that,…(note: you can use do to emphasize sth)

- Comparison: men often exaggerate…, whereas women tend to do the opposite.

- Phrases not topic related:

• It’s a completely different matter…
• I wouldn’t go that far.
• Let’s face it,
• Oh, without a doubt,

- Useful words like immerse yourself, to blend into, subconscious, stay ahead, in turn,…

Today’s topic: Ads

How effective are ads?

• Egg carton with 7 eggs… a car ad from VW!
• Another ad: The best teachers are learners themselves!

Metaphors or similes

A car is like an egg carton…

A car is as protective as an egg carton

As fun as…

Teaching is the same as all those jobs rolled up together (into one).

Some useful words:

• An all-rounder = a teacher juggles with all job
• A six-seater = size of a car
• Accessories for cars
• cramped = too liitle room to move around
• Junk (mails) = useless stuff (not really trash or garbage)
• Cynical

Informal expressions	Formal expressions
A really good time	An interesting, enjoying time
A lot of good things	I gained much useful information

Note:

• Six-year-old boy (with hyphen: one adj.)/ six years old (each word stands for themselves)
• Mails = e-mails, you receive it on the computer/ mail (box) = letter, newspaper

What’s more? We did another good speaking task: How influenced are you by ads???

Furthermore, we carried on a special reading task such as “gapped text” in course book p.36.

There are some useful tips in the blue box on p.36!

Moreover, we listened to an interview about the minority languages.

We answered some questions after the first listening, than we finished the multiple choice task on p.38.

Writing: reports on p. 34/ 35

Voc: advertising hoarding = billboards = poster boards

pithiness = succinct = to the point = clip and clear

Tips for a good report

• Good structuring with paragraphs is essential
• Use of headings as well (introduction, topic title, recommendation)
• Variety of linking words/ connectors (however, on the other hand, nevertheless,…)
• Adjectives goes to nouns (look at p. 25 language focus)
• Specific voc (larger range)
• Formal
• Passive structures (impersonal approach)

Homework

• Finish reading task in course book p. 36-38 and p. 44-45
• Grammar look into passives
• Wb voc p. 22-23
• Complete unit 3 incl. review
• 0n the blog are some useful formal phrases

To sum up, the lessons were changeable, fruitful and an effective. The eve flew in no time once again.

Have a fruitful week…

Written by MM

Summary of 31st October 06

Firstly, we built groups of three then we discussed about our solutions on the sheet of Union Jacks. After a few minutes we started to bet on our solutions. We had to decide whether the flag is written right or wrong. If the flag was wrong, we had to consider which verb tense might be the right.

Secondly, we read a worksheet about tenses in context. Afterwards we added the different verb phrases on the timeline. Illya gave us some examples of sentences in which the time tenses also differed. Then we shortly played those situations like in a theatre. It was really funny!

Thirdly, we heard the listening about ethnography on page 31 in the coursebook. Furthermore, we talked about convenient adjectives which go with gathering information. In order to this we discussed about the advantages and disadvantages in different ways of obtaining information.

Finally, Illya gave us our homework for the next tuesday. We have to do the writing on page 26/27 in the workbook. On page 33 laguage focus 1 and page 34 word formation in our coursebook. In addition, we have to do the worksheet 53 and 54 with key. On page 227 we can read the text of the listening (voci).

Sabine Britschgi

(Note: If you have questions about the tenses, you can ask them by using the comment function!)

Communicating

This week we begin a new unit on gathering information. While browsing some of the links I get from various sources, I found this. This text- The Future of Communications - is quite appropriate, and there are many many more texts to read!

First read the story. If you have problems, you can read the abridged story, but try the original. The first exercises work on the basics and then become more and more complex, for example with sequencing.

Your turn is for you to add your own opinion about the topic.
Even better, you can also do this on the blog in the form of a comment.

The article was written at the beginning of 2000. How have things changed since then? What has come true and what hasn't? What is now accepted as normal? What further developements do you expect in this area?

I hope you will take this opportunity to contribute and comment on what others have to say.

Summary 24th October

Since I failed to designate someone to write a summary, and since quite a few participants were missing or had to leave early, I've put myself in charge for this week.

First, I wrote down 2 words which should always be spelled correctly as of now!!!
another (1 word) and
being from to be (no relation to the buzzing bees!)

We went over some letter writing language as well. I will start a wiki page and you may, of course, add to it. - Formal letters

After going over the task and information for a letter to the editor of a newspaper (pages 21-22)it was decided that the folowing information was necessary - a correction of the information and a request to rewrite the article in the newspaper. There was, in fact, a letter already written, but much too informal, so it needs to be rewritten as well - as homework, of course :-)

Next there was negotiation of what 5 things should be put into a time capsule. For this different ways of expressing agreement, disagreement, and everything in between were given (I'll see if I can make another wiki page for that too). Here are just a few:

Oh, absolutely!!! I see your point, but ... Are you sure about that?
We see eye to eye on that. Yes, but.... I don't really see how ...

Time flew; the break, too. Listening came and went, then we talked about past tenses.

past simple- not bound to time (which is why they often have time phrases); used for statements and facts relating events that are over and done. I arrived home late yesterday.- the present simple is basically the same, just not in the past . I get home late on Mondays.


continuous times show duration ~~~~~~ and can be interrupted by shorter actions (the continuous supplies the time frame for these. I was watching TV.
I was enjoying the show when the dog attacked the cable and ruined the TV.

Present perfect - Up to or relating to another time, often the present. It could imply a possibility for the future.
I've never gone diving before (this is my first time)
I've never been to Asia (but maybe I'll make it some day).
I've just banged my toe (Sh**! that really hurts!)
I've done all my chores. Can I go out now?

Past perfect has the important job of keeping the chronology clear.
If I had known you were coming, I would have baked a cake.
He had never seent that girl before, but he new in an instant that she was the one. but
After he married her, they went to Paris for the honeymoon. (clear chronology- one thing after the other)

More on tenses next week, but you can look at the end of unit 2 to find some revision.

Finally, homework :-)
Finish unit 2, including th writing.
I also gave some homework from a worksheet and the activity book, which we decided to use for the class (okay, I did, but everyone agreed)

For those who couldn't come this week, we are looking forward to seeing you next week (informal, likely and hopefully planned)

Illya

Money, money, money … Summary 17 October 2006

After two weeks of holiday everybody was full of enthusiasm and curious about the evening. As usual we learnt lots of interesting and useful things. I will note the most important points.

At the beginning we made a brainstorming about weather words and expressions such as “a cloud on the horizon”, “to be snowed under”, “to freeze your buns off” and more. Then we could hardly wait to talk to each other about our absolutely marvellous and awesome holidays. Illya listed a few expressions for the reason that we could not only talk about our “nice holidays” but also about our incredibly enjoying time we had.

After that we continued with a class activity which consisted of a very ordinary but useful topic: time and money. Every student got either a comment or an answer and everyone had to look for his or her partner. As all had found each other we got a work sheet which we answered with our partners.

Before doing the listening part in our books (p. 18) we made an oral exercise. The task was to compare three pictures (which were taken about 50 years ago) with the present. Then the very interesting listening exercise followed, it was about time capsules. The text was quite funny, it was unbelievable what a particular Dr Thornwell Jacobs put in his time capsule for our posterity (e.g. kitchen utensils, a Donald Duck doll, fruit made of papier maché or beer).

At the end we got to know useful things about how to write a formal or an informal letter. We had to put together two dissected letters and try to find out which one the informal and the formal letter was. In order to not forget these differences we noted the most important expressions in our notebooks (e.g. I’m writing to ask you a favour. è informal / I have a further request. è formal)

Homework:

- Writing task: complete the formal letter (B) on the worksheet about Timson’s Historical Tours and finish both letters. Write it on the backside of the sheet.

- Book p. 20: Language focus 1: study the meaning of tenses

- Book p. 23: Reading: check your speed rate (section 1: ca. 178 words)

- If you have enough time: book, p. 27

Summary 26.September

At the very beginning, Illya awarded all of us because of the writings she had got. She tried to convince us that she really liked reading them. She also mentioned the correction key she has given. If we would like to rewrite a text after her correction, she offers to correct it again. She spoke also about the advantages of handwriting or e-mailing of scripts: Handwriting is what we are going to do at the exam, if we send it by e-mail, we’ll get it back quite faster, …and the word spelling programme points the wrong words out … It’s our choice!

Before repeating the names Illya told us that Maggie had quit the course and joined in one in Sursee. But not only she was missing, five participants dropped in later.

To warm up we started working out the meaning of several up and down words. They are all now on the wiki, go, have a look and practice!

Discussing the homework’s reading task Illya advised us slowly to begin reading faster and faster. Then we made groups of four and gave our prepared speeches about success in life. The group gave feedback to the speaker about structures, vocabulary and confidence in speaking. Regina, Anita and Patricia were encouraged to give their speeches to the class. They did it very well! Illya gave the speakers her feedback and important points to notice for the one-minute-speaking at the exam:
· Structure what you’ll say: First say, what you’ll say; then say it; finally say what you have said.
· You can start with a question, with three main points you will mention…
· Use wide and accurate vocabulary.
· Take care of rhythm and flow of language. Think with your mouth open!
· Show confidence. Nobody at the exam is interested in your feeling, you just have to seem confident!

By doing the listening on page 12 we acquired some knowledge about Alfred Nobel, his foundation and some famous winners of the Nobel prize. We practised predicting before and note taking while listening.

Illya showed us four different Grammar books and we could compare the chapter about modal verbs. Afterwards she gave her comments about each book.
· “Advanced Language Practice” specifically prepares for advanced (and proficiency) exam. It includes Vocabulary and tasks like “English in Use” at the exam.
· “Advanced Grammar in Use” gives lots of practice and is similar to “the blue Murphy”
· “Exploring Grammar in Context”: There are interesting exercises that want you to think about grammar rules.
· “Grammar for English Language Teacher”: It’s a very good grammar reference book, and it’s very useful if you are teaching older pupils, it shows you typical difficulties of learners.


Eventually, we got some homework:
· Page 14/15: Writing. You find advice how to organise the writing on page 15. Study the example and copy bits of words in your writing. It enrich your language. Use also the wordlist on page 209 and the language of possibility on page 210. Send your text by e-mail or bring it next time.
· Have a look at page 14: Extension.
· Complete Unit 1 from page 14 up to page 17.
· Don’t forget practise reading e.g. on BBC and improve your speed.
· Do the crossword puzzle on wiki
· And add your comment or post to the blog or wiki.

Another lively and busy English evening ended at nine o’clock. Have a nice time and enjoy your holiday!

Back again

Sorry to be so quiet, but others have been working for me ;-)
Actually I had major computer problems and the only solution was to get another one. Now Im trying to gather together all my necessities from the old computer and put it on the new one - its not very easy, I can tell you! And to top it off, I installed the wrong keyboard, so no apostrophes, and exclamation points in the wrong place* (see?)

Actually, Id like to draw you attention to the wiki. You may have noticed that not just I have been adding pages. Two fellow teachers pitched in, and I strongly recommend that you take a look at them. Ive also added two crossword puzzles to have a bit of fun with, but no cheating* ;-)

You probably noticed the words and phrases in bold. This idea was given to me by John Potts (thank you, John*), one of the impromptu authors. These are common phrases and vocabulary that would be useful for you to try to use as well.

Finally, if you havent tried yet, use the comment function to comment on any of the posts. Its especially motivating for those who wrote them and they will be sure to comment on yours as well :-)

PS- how many missing apostrophes can you find?

As it is in Heaven

As it is in heaven

It’s a must for everybody who wants to watch such a marvellous and touching dramatic and humorous film.

The story is based on a famous star conductor who finishes his international musician’s career after a heart attack. He goes back to his “life roots”, the place where he grew up. Settling in the small Swedish village, he buys an old former school building and wants to start a new life. A short time after, he becomes the conductor of the village choir which sings very badly at the beginning. In this choir there are different singers, who have special characters. Some of them are witty, others are strong believers in God and one of them is physically disabled. But each of them plays an important role in this choir. In the choir’s rehearsal there are ups and downs. But the rehearsal is a very important part of their simple lives. Most of them had never left this village. Nevertheless, they take part in a choir competition abroad.

Firstly, I loved this film due to picturesque film scenes and the story, which contains countless humorous sequences of ordinary life. Secondly, I was very impressed by the good amateur actors and actresses. Thirdly, the funny and tragic story has a vivid atmosphere. In addition, the film shows how people first suffer from the “small village life” – everybody knows and controls each other – but at the end they free themselves little by little.

It’s one of the best films I’ve ever seen for the last 10 years.

It’s at the Atelier cinema in Lucerne (the 48^th week).

Written by Markus Meier

The British Council- a useful site

The British Council has a great website with lots of useful language learning sites, games and srticles, similar to BBC Learning English. It's called the 'LearnEnglish central'. Hmm Sounds quite similar, doesn't it.When looking through this site there is an extremely useful option you can use with it. You can double click on any word and you will find a dictionary entry.

Have a look around and I'm sure you'll find something interesting to do!

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A musical element

Since this class seems to enjoy music so much, the link of the week is to the English Language Listening Lab Online, also known as ELLLO.
As the name says, it's a listening lab, but you will also find a section called SONGS. Have a look and enjoy!

And, if you want to leave a comment, click on Post a comment. There you can write your comment, choose your identity, which will probably be 'other' at the moment. Then there is a code for you to write in. This is to keep spams out. And then click on 'Publish'. You won't immediately see the comment, but it will be published some minutes after.

CAE group started: Summary 5. September 06

A very motivated and sympathetic group startet CAE studies with teacher Illya Arnet-Clark.
We started immediatly, speaking to each other, presenting ourselves and asking al lot of questions to get more informations about the group. The result of our research: An average group member gets up at 6 o'clock in the morning, likes going back to nature in his spare time, is still dreaming of wunderful holidays and has never done crazy things.
Illya gave us a lot of informatin about CAE exams and explained the structure of the training during the CAE course.
After a break, we collected several types of texts we can use to get information. Then we got to know two techniques that help to extract imporant information out of a text in a short time:
Scanning is a method, to find a specific word or text: For example I am looking for a name in a telephone book.
Skimming is a method we learned and trained: You are skimming a text, when you want to find out quickly, what ist the most important informaion in this text.
At last, we trained a technique, to understand words we didnt kwow before. "Reading clues" is an ability, to find out the meaning of a unknown word with the help of the context in which this word is placed. It works pretty good and it's a lot of fun!
This first evening was interesting, I already learned a lot. I'm looking forward to go on learning in this group!
See you on tuesday ! Titus

Illya's English blog

Hi there. This site is for me to be able to reach more of you and for you to be able to respond. I hope you will enjoy it! You can also make contributions and comment on the links, texts, etc - be creative!