Friday, 4 April 2014

Eating in Dublin - One Minute Movie


Here's the last of our movie projects with comments from the makers. Enjoy - Liam.


Raissa:

I chose this subject because in the city centre of Dublin we can find a lot of kinds of restaurants. In my opinion, it's impossible to miss your native food in Dublin. I think if we had more time to do it, we could have found other places to show the class. I wouldn't do anything differently because "food" is a subject that everyone wants to know about and for me it was easy and fun to do this exercise.

Angel:

My movie was based on the different places to get food that are available in Dublin city center, there is a lot of diversity in culture as well as price. There are cheap places and not so cheap places. I selected this subject because I really like food and I'm always trying new styles of food, in addition to meeting new food places to visit at another time. It was easy because the area we covered was not very extensive, and a little hard because the weather did not help much as it was raining and fun because we told several jokes and took the opportunity to get to know each other a little more. I think the only thing I would do differently would be to request more time to learn more, there is such diversity of sites and meals, and it's a big topic for just a 1 minute video. The rest all was fine.

Dublin Transport - One Minute Movie

Here's the third of our movie projects with comments from the makers. Enjoy - Liam. 


Evis:

Our movie was about transport in Dublin. We thought about two different options at the beginning. One of them was musicians and the other one was transport: we chose transport as at the time we were going to be shooting the movie the musicians wouldn't have been there and to be honest I wasn't too happy about that as I wanted to speak about them but in the end result was really great and now I'm very happy with our video! 
The funniest thing was seeing the people running to take the bus or people taking the LUAS without paying, or people walking fast in the rain trying to get their jobs. It was quite easy to take the shoots as every time that we asked someone they said 'yes of course, not problem at all' - people here are so friendly! The difficult part was filming in the rain - that wasn't cool. I'm quite delighted with our work and I wouldn't change anything. It was a great activity actually.

Dublin Architecture - One Minute Movie

Here's the second of our movie projects with comments from the makers. Enjoy - Liam.



Sendai:

I chose “Dublin’s architecture” because I consider that the shape, material and details of buildings, in general, say a lot about the culture of any city. Moreover, I enjoy art in general. For me, the biggest challenge was recording while it was raining. On the other hand, I liked doing different group activities; I think that it’s a good way to practice my English in real teamwork situations. Finally, maybe I’d improve my video with other snapshots of other symbols of Dublin.

Isabella:

Today my group and I filmed a short movie in Dublin city center. We decided to focus on the architecture in Dublin, which is very different and beautiful. Another point that made me choose this subject was that we needed to made a kind of post card of Dublin - the beauty that Dublin has and can attract tourists. However, I’d have preferred to film some bands that could have been on the street, but because of the time of day we chose not to do that. It was fun to make this movie, first because we planned it all and secondly, the day before we tried to imagine how it’d be step by step. The difficult part was editing, we had a few problems with the computer but it was solved on time. If I could have done it differently, I’d have filmed the guy that was singing on Henry Street and completed the movie with pictures, I’d also have changed the day and the time when we filmed. 

Erika:

I liked this subject because it's interesting to show a small part of Dublin, from a short and funny mini movie. I think it was easy in terms of the location and recording, but in the same way the weather was difficult because it was raining. I enjoyed my team and we cooperated very well, each of us bringing some ideas about the mini movie - it was fun. I think, it would have been different if we had had more time to record and to show more images of Dublin and of course if the day had been sunny. I would do it differently by adding more time and including data of interest or describing all the places in the mini movie.

Outsiders - One Minute Movie

Here's the first of our movie projects along with some comments from the makers. Enjoy - Liam



Agustina: 

We chose the subject of people working on Dublin’s streets because we think that it's a good way to show life in the city. The thing we found interesting was the crowd in the city centre and all that people that go to work on the street every day despite the weather or season. I think it was easy to find people working so early in the morning, but difficult to take good pictures or select just a few of all of our videos or images. Otherwise, I find the activity really interesting. It was fun walking on the streets with my partners and exchanging different points of view with themIf I did this project again, I’d like to organize the schedule or the different ideas more because when you are a group you have to agree with your partners.

Hyeyeon:


Our subject was 'Outsiders'. We selected the name because we had taken pictures on the street outside of people! In fact, today's weather was really bad as it was raining. So it was very difficult for us to take pictures. But we could observe so many people on the street in the city centre, so it was a really exciting activity! Actually studying inside is good as well, however I think doing activities like we did today sometimes is a really good idea for students because we can refresh our brains!!!!!!!!!!!!!!!!!!!!!!!! If I had the opportunity again,I would like to make a movie about some restaurants!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Because I always love to eat food!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Tuesday, 1 April 2014

Movie Madness!

Hey Guys!

Tomorrow we're going out to make movies, so here are some important things to remember. 

1. Be careful! Watch your partner as they are filming or taking shots - keep your eyes open. 

2. Be polite! If you want to film inside a shop/restaurant remember to ask permission. If you are refused just say thank you and leave. The same rules apply if you want to film a person on the street.

3. Check in! Every time you move from one place to another you need to come and tell me. You'll know where I am so there's no excuses. 

4. Charge up! Bring your phone charger, connecting cable and anything else you'll need to get your footage from your phone onto a computer. 

5. Have fun! Enjoy yourselves - this is a good opportunity to work together and produce a really cool film about Dublin, your home for the next while, let's hope the weather stays nice and let's have a great time! 


Thursday, 27 March 2014

Thursday recap

Guest post by our classmate Hyeyeon Kim - Thanks Hyeyeon - Liam.

The class last week was really fantastic!!!!!!!!!!
Most of the time, we studied personality words and we studied how to pronounce those words.
Actually I love learning how to pronounce and find where stress is rather than only learning grammar,so it was such an exciting class for me!!
We also guessed about our class mate's personality by drawing signatures!

And we studied Echo Question!
It is useful to express my interest! We also guessed our own partner's interest, hobby,or about them and made some questions! And use them!
Whenever we talked to each other,saying like "Isn't it?" ,"do you?" it was really funny sometimes!

Last week was great for me!!!!!!!!!!!!!!!!!!!!!! I wish I could learn like last week from now on as well!!!!

Wednesday, 26 March 2014

Wednesday Recap

Guest post by our classmate Evis Mercado - Thanks Evis - Liam.

Hi guys!

Finally after a few days we have an update! Maybe the bad weather over the past few days didn't let us write  =)

For me today's class was funny as I enjoyed laughing about me and my clasmates..

Today we spoke a bit about graphology and we tried to guess our classmates' personalities by analyzing their signatures, that was quite funny as I was quite arrogant based on my signature!! My classmate turned out to be quite vain!! In the end it wasn't real, after we read the article we found better things to say!! Thank God I'm not using my handwriting here haha. It was a nice way to remember personality adjectives and practice them.

Another funny thing that we did was try to pronounce the symbols of phonetics to understand the pronunciation of some words as you can see in the picture..

So we have unvoiced sounds where you don't feel the vibration and voiced sounds where do you feel it, but I felt it in both!! haha.. No, but in the end I noticed the difference; it was to understand the rule, when you have verbs in past ending in unvoiced their pronunciation is /t/ for example depressed.. and for for verbs ending in voiced is /d/ for example bored. In other cases (verbs ending in t or d) the pronunciation is /id/ for example disappointed. A bit sad those three example aren't they? Now you have to find three optimistic ones!!

The last thing that we saw was comparatives "the comparative . . . the comparative"

Personally I like "the more you practice your English; the better you will get"

So, do you know what the best way to learn English is? 

Wednesday, 19 March 2014

Recap Wednesday - AARRRGGGHHH!

No updates yet this week, but that's ok, we know you're worried about the big progression test this Thursday. Actually, we need to talk about recaps, so it works out well for us. I think we're all working too hard and trying to retell what happened in the class in general instead of thinking about how we felt in the class and how we thought about it or what we thought was useful. We're probably doing a lot of possibly not-so-valuable work to avoid doing some actually-could-be-quite-valuable work. So, for one night only, please find my recap of today's class as it was for me as a teacher - not a list what we did, but instead how I felt and thought about it. 


Today I was quite excited about the class because we were talking about 2 of my favourite subjects - stories and sci-fi! We started by finding out that nobody but me had ever heard of Ray Bradbury, which was surprising. I thought he might be better known than that, but I guess not. Anyway, I told you guys about him and set you off reading about The Illustrated Man. You seemed to enjoy it, which was good, but I was disappointed that I had the wrong audio on my PC and wasted a bit of time trying to find the right one. I don't think you noticed too much, but I wasn't happy with myself. 

Then I got you to do what's known in the business as a running dictation, where you were trying to recreate the story from the wall on the page. That was good from my point of view as everyone was involved and looked like they were having fun - and we also found out what pronunciation problems we might have (watch out for this weekend when I'll be putting up a post about how/where to practice this online). Then I went for a coffee, Americano, 4 sugars - yes, that's what's in the cup. The good news is that tomorrow's coffee is free, because I've saved up enough points. 

After the break we set you to creating your own stories based on the illustrated man's tattoos. I showed you a little trick about story structure and told you about Kurt Vonnegut, another of my favourite authors. The ideas you came up with for your stories would have made him proud and I'm very excited to see the finished products on Monday. I was really impressed with how well you planned out your work, and I think you'll notice a big difference in how easy it is to write in English once you have a good, solid plan. 

Anyway, tomorrow is your big test. We start at 9 sharp. Writing ends at 9:40 - perhaps it might be an idea to make a plan before you start answering the question. (:



Wednesday, 12 March 2014

Paddy's Day Webquest!

Class Schedule:

1. Paddy's Day Video - 9 - 9:30
2. Research Topic - 9:30 - 10:15
3. Share information in groups - 10:15 - 10:45
4. Prepare presentation - 10:45 - 11:45
5. Presentations 11:45 - 12:30
6. St. Patrick's Day Song 12:30 - 13:00


1. Paddy's Day Video - 9 - 9:30

Well we're almost there, the big celebration is this weekend, but first we need to find out a bit about what we're celebrating and what it means. Let's start with a video. Grab your partner and click on this link - have a look at the video: Paddy's Day Video


Finished watching? Ok, now answer these questions:

What is St. Patrick's Day a celebration of?

When does the story of St. Patrick begin?

How long was St. Patrick kept as a slave?

What was his second vision?

What did St. Patrick write about in his autobiography?

What two myths exist about St. Patrick?

Which one is real? Which one is not? Why not?

Why does the holiday fall on March 17th?

What religious time does St. Patrick's Day fall during?

Why was it unusual for Irish people down a pint or two of ale on St. Patrick's day?

Where and when was the first St. Patrick's Day parade?

Which is the largest St. Patrick's Day parade?

Where did the Irish emigrate to during the potato famine?

What colour should you wear on St. Patrick's Day in the U.S.A.?

What meal is traditional for St. Patrick's Day in the U.S.A.?

Why is St. Patrick's Day celebrated so widely in the U.S.A.?

Feel free to watch the video again if you're not sure of any answers. Make notes of any new vocabulary. Did you notice any parts that were difficult to understand? What did they say? Why do you think it was difficult?

2. Research Topic - 9:30 - 10:15

St. Patrick is just one of the legendary characters from Irish History - the myth is bigger than the man. There are many more legendary characters from Ireland's mythology. Let's choose another one and research them. Find out as much information as you can about them and make notes about them. You'll need those notes to tell your group all about them before the break and to help you make a presentation later.

1. With your partner, choose one of the following characters, or choose another one you know if you like. 

The Banshee, Cú Chulainn, Queen Maedbh, Fionn MacCumhaill, Oisín and Niamh, Diarmuid and Gráinne, The Children of Lir, Deirdre of the Sorrows. 

2. Make a list of questions you would like answered about that person (use: who, what, where, when, why, how).

3. Search for the answers to those questions. 

4. Make notes on the answers.

5. Decide if you have enough information. Make more questions and find their answers if you don't. 

6. Check your notes and think about how you can use relative clauses to explain them to someone else. 

3. Share information in groups - 10:15 - 10:45


It's time to check-in and see how the rest of the group are doing. Meet one person from all the other pairs in a big group. Tell the group about your character and answer any questions they have - Do you have all the information? Make a note if you don't. Ask questions about the other characters. 

4. Prepare presentation - 10:45 - 11:45

Quick, before the break - let's get planning our presentations. 

1. 10:45 - 11:00 Rejoin your partner. Do you need more information? Look at your notes from the group conversation. Decide what you need to do for your presentation. Do you need to find pictures? Do you want to make a slideshow? Do you need to write some notes about what you're going to say? Who's going to do what jobs? Decide how you're going to get your presentation ready in 30 minutes after the break. 

2. 11:00 - 11:15 Phew. Take a break! You deserve it. 

3. 11:15 - 11:45 Get working on your presentation. You have 30 minutes to get it ready. Try to practise what you're going to say at least once first. 

5. Presentations 11:45 - 12:30

Sweat it out until your turn, or relax and enjoy the other stories. Ask questions if you don't understand part of the story. Can you hear any relative clauses in what other students say? Are there any in your presentation? Which story is your favourite? Why? 

6. St. Patrick's Day Song 12:30 - 13:00

I'll post this here on the day when the presentations are finished. It's a classic, so I hope you're ready!


Tuesday, 11 March 2014

Tuesday Recap

Guest post by our classmate Angel Quesada - Thanks Angel - Liam.

Hello guys,

This Tuesday we started the class talking about words that English has adopted or modified from another language, which was really interesting to know about.

While many words enter English as slang, not all do. Some words are adopted from other languages; some are mixtures of existing words, and some are new made of roots from dead languages.

For Example:
  • Husband: The term husband refers to Middle English huseband, from Old English hūsbōnda, from Old Norse hūsbōndi (hūs, "house" + bōndi, būandi, present participle of būa, "to dwell", so, etymologically, "a householder").

  • Alarm: From Old French alarme (14c.), from Italian all'arme "to arms!" (Literally "to the arms"). An interjection that came to be used as the word for the call or warning.

  • Jean: From Middle French jean fustian "fustian (a type of twilled cotton cloth) of Genoa," the city in Italy, from Old French Jannes "Genoa," from Latin Genua.

  • Genuine: From Latin genu "knee," from a supposed ancient custom of a father acknowledging paternity of a newborn by placing it on his knee.

  • Orange: From Old French orange, orenge, from Medieval Latin pomum de orenge, from Italian arancia, originally narancia (Venetian naranza), alteration of Arabic naranj, from Persian narang, from Sanskrit naranga-s.

  • Tennis: Most likely from Anglo-French tenetz "hold! receive! take!," from Old French tenez, imperative of tenir "to hold, receive, take" (see tenet), which was used as a call from the server to his opponent. 
In addition, we talked about Compound words with Prefixes and through the union of two words. Also English words that have certain patterns of stress which you should observe strictly if you want to be understood. 

Here are some examples for compound words (Blend):

  • camcorder (camera + recorder)
  • chexting (cheating + texting)
  • clash (clap + crash)
  • cosmeceutical (cosmetic + pharmaceutical)
  • docudrama (documentary + drama)
  • electrocute (electricity + execute)
  • emoticon (emote + icon)

By the way, the definition for blend is:
A word formed by merging the sounds and meanings of two or more other words or word parts.

The best way to learn English stress is to listen to audio materials and to repeat them after the speaker. Generally, common English nouns, adjectives, and adverbs are more often stressed on the first syllable than on any other syllable. Verbs with prefixes are usually stressed on the second syllable. English words can't have two unstressed syllables at the beginning of the word; one of these syllables will be stressed. 

If a word has four or more syllables, there are usually two stresses in it: primary stress (strong stress) and secondary stress (weak stress). Also, secondary stress may be present (in addition to primary stress) in shorter words in the syllable in which the vowel remains long and strong.

To finish the class, Liam surprised us with a game where we had to write a verb, a thing and a well-known person, we formed 4 groups and then we tried to guess what was written on each piece of paper. It was really funny because some of the words were really rare. It was a good game to practice our English listening and speaking. 

Finally I recommend this website in order to practice your English, it's a really good one.


http://www.ego4u.com/

Monday Recap

Guest post by our classmate Ilchmaa Erdene - Thanks Ilchmaa - Liam.

Hello guys,

This Monday, we started the class with 5 riddles on the board :
A place where young children go to school – (Kindergarten)
A person who cooks food professionally – (a chef)
A nap which people take during the day in hot countries - (siesta)
A food which is commonly eaten in Italy – (pasta)
A type of entertainment where people sing popular songs – (karaoke)

These sentences introduced today's lesson which talked about the relative pronouns,         ''who, whose, whom, which, what, that ''.

We also learned some foreign words used in the English language such as muesli (german) shampoo (hindi), igloo (inuit), algebra (arabic), robot (czech), macho (spanish), tycoon (japanese), graffiti (italian) and yogurt (turkish).

There are two ways to use relative pronouns : Non Defining Relative Clause (N.D.R.C) and Defining Relative Clause (D.R.C). You can find below a resume of relative clauses with some examples that we saw in class.

Non-Defining Relative Clause - N.D.R.C:

NDRC's give extra or non essential information. They use commas before and after. DON'T use ''that'' for NDRC.
E.g I had a cake for dessert, which was a great idea. In this case, ''which'' is used to give a comment or opinion on the previous phrase and not to define.

Defining Relative Clause – D.R.C 

D.R.C's give essential information about a subject.
  • WHO is used to define a person.
    The woman who lives next door is a drug addict. We can use ''that'' instead of ''who'' and ''which''.
  • WHOSE means 'of who' or 'of which'.
    There's my neighbour whose wife was arrested for shoplifting.
  • WHOM is used after a preposition.
    That's the man to whom I was speaking earlier. We can also say 'That's the man who I was speaking to earlier'.
  • WHAT is used to mean 'the thing' or 'things'
    What I like best about my teacher is his good looks, immense intelligence and astounding sense of humour.
    She told me what she had seen.
D.R.Cs can define the object. E.g. James is the man who I met at the party. When a D.R.C describes an object, we can remove the relative pronoun. E.g That's the shop (which) I told you about.

When do we use Where or Which 

There's a little difference between D.R.C where and which.
E.g There's the hotel where I stayed
There's the hotel which I stayed in
We DON'T SAY There's the hotel where I stayed in.
That's the building where I live
That's the building which I lived in
That's the building in which I lived (formal english)

So we have 3 possibilities to write the same sentences in different ways, more formal or less formal.
Another example with 'whom' and 3 ways to write the same sentence.
  1. The police officer to whom I spoke was working on the reception desk
  1. The police officer who I spoke to was working on the reception desk.
  2. The police officer I spoke to was working on the reception desk
Phrase N°1 with ''to whom'' is formal English, you need to know how to use it if you want to take a Cambridge exam. The phrases N° 2 and 3 are informal and spoken English.

We learned that the Prime Minister in Ireland is called ''An Taoiseach' and that he says Ireland is the best country to do business in. But English teachers wish he would say Ireland is the best country in which to do business.

We also did many exercices to put it all in our mind. This is very important to know the relative pronouns because people use them very often and we should use them more often. For example, we should say 'The movie I saw yesterday was amazing' instead of 'I saw this movie, it was amazing'.

That's it, see you tomorrow.

Ilchmaa

Friday, 7 March 2014

Me, You and Your Mistakes

Mistakes and errors. Errors and mistakes. Why do we say "She have" when we know it's "She has"? Why do we confuse the order of words, "Usually, I don't go out on Fridays" instead of "I don't usually go out on Fridays"? Why do we make mistakes and what can we do about them? That's a question that I have to ask myself every day as I try to help you improve your skills in English. It's a tough thing to do, because we need to find a balance between making sure you're speaking or writing correctly, but also making sure you feel confident and comfortable in the language. To that end, I want to share with you some of the techniques, and the research behind them, that I use in the class to help you. 

The first thing to decide is if someone has made a mistake or an error. But they're synonyms, you might say, there's no difference between them. Well, for us English teachers they are very different things. A mistake, for us, is when you know the correct form but for some reason you don't produce it properly on isolated occasions - we'll talk about those reasons a little later. An error is when you don't know the correct form, or you haven't learned it yet - these normally cause communication problems. Let's look at the two types individually after the jump.


Thursday recap

Guest post by our classmate Sendai Zea - Thanks Sendai - Liam.

Hello guys!

This Thursday we started the class talking about advertisements. It was a good opportunity to talk about fraudulent advertisements.

In addition, the grammatical skill that we improved was linkers to express “contrast” or “purpose”. They’re so useful for writing papers, expressing our own opinion and having a fluent conversation. Personally, I think that most of them are well-known, but frequently we don’t remember to use them in our day-to-day English. 

In fact, we revised the following:

TO EXPRESS CONTRAST:

According to the structure that they follow, we can divide in two groups:
Even though
Although             + Clause 1 (Subject + verb + object) + Clause 2 (Subj.+verb+ obj)
Though

Liam wrote for us a few examples:

Although I was feeling sick, I went to work.
I went to work although I was feeling sick.
I bought a ticket for the concert even though I didn’t have much money.
Linkers are useful though they’re difficult to use.

ATTENTION:  Though is commonly used for speaking and it is used in the middle of a sentence. On the other hand, even though is more formal and is used in writing.

In spite of            + noun + -ing form
Despite                + “the fact that” + clause

e.g. In spite of his hangover, he went to the supermarket.
Despite being hungover, he went to the supermarket.
In spite of the fact that he had a hangover, he went to the supermarket.
ATTENTION:  NEVER write or say “despite of”. It’s important to remember that the linker “despite” is itself a preposition.

TO EXPRESS PURPOSE:

According to the structure that they follow, we can divide in:

In order to             
So as to               + Infinitive form
To

e.g I went to the shop in order to / to / so as to / buy some food.
I took the bus in order not to / so as not to be late.

For       + a noun

e.g. Let’s go for a coffee.
I have to study for a test.

ATTENTION: Only use “For” + -ing verb to describe the specific purpose of something.
e.g The chair is for sitting on.
The oven is for cooking food.

So that          + subject + modal verb (can / could / would) 

It’s important to realize that we can use “so that” when we want to refer to two subjects in the clauses. 

e.g I came to class so that I could learn something
I made a note so that you wouldn’t forget.

To finish the class, Liam surprised us with an IETLS model example. It reviewed our oral comprehension. It was really tricky and had new and unusual vocabulary, but it was a good exercise to improve our English listening. 

Liam recommended us that we only take that test if we really need it for academic purposes. Moreover, he recommended that we look for podcasts on http://www.theguardian.com/uk and http://www.npr.org/.

Last but not least I leave you with this website: http://speakspeak.com/resources/english-grammar-rules/various-grammar-rules/although-even-though where you can check these issues. 


Bye. Have a nice weekend.

Tuesday, 4 March 2014

Tuesday recap

Guest post by our classmate Edir Barreto - Thanks Edir - Liam.


Hello guys!

This Tuesday in class we talked about things that DID/DIDN'T happen in the PAST that I REGRET.

Let's see some examples:

- I wish I hadn't ordered that tequila
- I wish I'd never been born

Here you have the formula:

wish + past perfect ----> I wish I'd done my homework
{had + past participle}

We can also replace "I WISH" for "IF ONLY" that way we've two alternatives to express regret.

- If only I hadn't ordered that tequila
- If only I'd done my homework

After the writing practice, we did a listening exercise to check if we were able to write some sentences properly through what we could hear.

- I wish I hadn't eaten all the chocolates
- I wish you wouldn't drive so fast
- I wish it wasn't my turn to cook tonight
- I wish it would stop raining
- I wish we didn't have to go the party
- I wish I'd bought that jacket I saw yesterday.

That's it partners! Now we have a new tool to express regret easily!

Monday, 3 March 2014

Monday Recap

Guest post by our classmate Bruna Barboza - Thanks Bruna - Liam.

Hello guys! 

We started class today talking about "our pet hates". 

In fact, there are several ways to express ourselves when we say that something bothers us. 

Look at some examples:
It drives me mad when...
I hate it when...
It really annoys me when...
It really gets on my nerves when...
It drives me up the wall when... 
It wrecks my head when... (this last one is used in Ireland)

After discussing each topic with our partner, Liam told us about the rules of wish + would and wish + past simple. Check out:

(1) Wish + would >> Use to express a desire for someone else to change their behaviour. 

e.g. I wish the bus would come.

(2) Wish + past simple >> To talk about situations in the present/future that I would like to be different.

e.g. I wish I were taller.

Attention: You can't use would for a wish about yourself, e.g. NOT I wish I would. 

Page 145 of our beloved book has some exercises. It is relatively simple...


The second topic was about the three different ways to talk about feelings (using a verb or by using the -ed –and ing adjective).

e.g.
It really annoys me. (verb)
That noise is really annoying. (-ing adjectives describe the thing or person that produces a feeling)
I'm really annoyed about last night. (-ed adjectives describe how a person feels)

Check out the exercises on page 101

Last but not least, Liam gave us a list of adjectives to describe people's behaviour. As advice he told us to think of several adjectives to say the same thing, something that native English speakers often do.

e.g.

Q: How was the movie?

A: Oh, it was awesome. Brilliant. I really enjoyed it. 

Notice that we use three different words to say the same thing. 

See the list of adjectives and their synonyms:

Careless / Forgetful
Clumsy / Graceless
Pessimistic / Negative
Outgoing / Sociable
Reserved / Introverted
Serious / Moody / Grumpy
Boring / Dull
Creative / Inventive / Artistic
Organized / Tidy / Neat / Methodical
Selfish / Uncaring
Unpunctual / Unreliable
Funny / Hilarious
Optimistic / Positive
Mean / Cruel
Modest / Humble
Easygoing / Friendly
Arrogant / Cocky / Big-headed
Stubborn / Obstinate
Tight-fisted / Mean
Emotional / Sentimental 

Well, that's all folks... See you later!


Saturday, 1 March 2014

Thursday Recap

Guest post by our classmate Omar Lamuño - Thanks Omar, Good Luck in whatever you do next, we'll miss you in the class - Liam.

Hello guys 

Last Thursday was an important day for me because it was my last English class in ECM College. I started my English course with Liam in pre-intermediate and I finished with him in upper intermediate. The time fly!  Another cycle is about to begin. It was a great English trip. So for me it's a pleasure to write this review.

We talked about “services” and what kind of verbs we can use according to this places list:

  • Bank: You can say, “PUT money IN or TAKE money OUT” Also you can use: Deposit/ Lodge or withdraw.
  • Shopping Centre: GO shopping 
  • Supermarket: DO the shopping “I need to DO the shopping”
  • Restaurant: EAT and DRINK
  • Hairdresser´s: HAVE / GET your hair CUT / DONE.

The objective of making this list was to understand and identify WHEN we should use HAVE SOMETHING DONE.  
We use have something done to mean another person does a SERVICE for us. 
Take a look at these two sentences. What is the DIFFERENCE in meaning between them?
“I cut my hair”
“I had my hair cut”
“I cut my hair” means that I do it myself. This expression is a common mistake when you really want to say, “I had my hair cut” this means: someone cuts my hair for me (in this case it´s probably a hairdresser) 

The grammar for this is pretty simple:

HAVE or GET + OBJECT+ PAST PARTICIPLE 

Now, we know the grammar structure, It's time to practice. The teacher gave us the next list:
  • Dentist
  • Garage
  • Tailor
  • Dry cleaner
  • Barber
  • Printer´s 
  • Hospital
  • Photographer 
We asked our partner if we needed to use one of these services and then implement "Something HAVE DONE" formulated questions and answers. In my case next week, "I'm going to the dentist to get my teeth cleaned"

In the second part of the class we had a lesson about QUANTIFIERS (all, very, most) It is very common to have problems with the use of quantifiers. Thus, by way of example, I mention here some cases. The examples below were conducted in class.

Use ALL (general) or ALL (of) The  (specific)+ a plural or uncountable nouns 

  • All dogs go to the heaven.
  • All fruit contains sugar.
  • All smog is dangerous 
  • All (of) the students are beautiful 
  • All (of) the sand is white in the Bahamas 

 ALL can be used before most verbs, but after “be”
  • The audience WERE ALL disappointed with the film.

Here's a common mistake 
  1. What music do you like?
  2. ALL (wrong) 
ALL kinds of music (right)

Use MOST to say the majority. MOST  (general) MOST OF (specific)
  • Most people like electronic music  (general) 
  • Most of the rhythms in tropical music are good for dancing. (Specific)
 Attention:  It is a common mistake to add (THE) at the beginning of the sentence.

ALL of / MOST of + object pronoun
  • ALL of US are happy to be here.
  • MOST of THEM were difficult.


We also talked about the correct use for NO, NONE, ANY

1.Use NO + a noun 
E.g. I have NO idea.

2. Use NONE in short answer for zero quantity.
E.g. How much tea do you want?  NONE. I don´t like it

3. NONE + of (noun object pronoun)
E.g. NONE of my friends are going to the party



4. Use ANY (and anything, anyone, etc.) and + Verb to mean it doesn´t matter when, who, etc.

E.g. what time is good today? ANY time (all times - It doesn´t matter what time)

And at the end of the class we checked some expressions with BOTH / NEITHER / EITHER

BOTH = Two positive ideas
E.g. Both John and Jim love chicken / John and Jim both like chocolate 

EITHER (options)
EITHER Sonia or Maria can go to the supermarket.
EITHER Japanese or Indian are ok for me.
EITHER black or white will be fine for me.

BOTH / NEITHER + of (object pronoun)
E.g. BOTH of US are very happy
E.g. NEITHER of THEM go to the party 

I hope this information has been useful. Once again thank you Liam for your classes, your advice and the funny English examples.

See you guys, 

Omar.