Miranda - UK Culture - Date 1/3

The first question is about the characters, and asks the student to match four characters (Benji, Gary, Stevie, and Tilly) with a description of their relationship to Miranda (Miranda's cousin, Miranda's crush, Miranda's friend who manages the shop and Miranda's friend from boarding school).

Then there is a series of multiple choice questions, including the time in the clip where the answer can be found:

What does Miranda’s mum want Miranda to do? (00.10) 
Move out of home/ Get married / Go shopping

What did Miranda “blow her inheritance” on? (00.25) 
A holiday to Malaysia / A restaurant / A joke shop

Why doesn’t Stevie believe Miranda’s excuse for being late to work? (02.00) 
Miranda lives upstairs / Stevie also came to work by train / Miranda drives to work

Why is Stevie upset? (04.30) 
The delivery is wrong / The delivery is late / The delivery hasn’t arrived

What does Miranda say Stevie is too small to do? (04.45) 
Be allowed into Thorpe Park / Ride a bike in the park / Go on all the rides at Thorpe Park

What sport does Miranda say she does? (07.15) 
Swimming / Gymnastics / Running

What news do Miranda’s friends have? (09.25) 
They are pregnant / They are married / They are engaged

I then decide to ask some more detailed questions about their reactions to the clip, which we can then discuss and compare in the class:

What five adjectives would you use to describe... Miranda? Miranda’s mum? Stevie? Tilly? Gary?

What advice would you give to Miranda about Gary?

What (if anything) did you think was funny? Did you enjoy the clip? Why / why not?

Why do you think her show is popular?

Verbs

http://www.eltconcourse.com/documents/ELTConcourseIrregularVerbs.pdf

borrow and lend

If you borrow something from somebody, you take it with their permission and promise to return it in due course, at the end of a limited period usually. If you borrow £5,000 from the bank, youwill owe them £5,000, plus interest on the period of time you have borrowed if for. Consider the following: 'I borrowed five pounds from my brother and forgot to pay it back.' 'I always buy the books I want to read, although I agree it would be cheaper to borrow them from the library.' 'Many of his ideas are borrowed from other sources.'

			If you lend somebody something, or lend something to somebody, then you give them something of yours for a limited period of time. If you lend someone some money, they will owe you the money. Consider the following: 'She lent her sister her car for the weekend.' (NB: verb + indirect object + direct object) 'If you lend your coat to Philip, you’ll never see it again.' (NB: verb + direct object + indirect object) 'If you can lend me a hand with these reports, we might finish them by suppertime.'

omitting 'that'

There are a number of instances in English where it is possible, even desirable, to omit that.

 

that as conjunction with reporting verbs

 

In your first example sentence, that is used as a conjunction, joining two parts of the sentence. After verbs like learned, discovered, found (out), knew, felt, thought, it is quite natural to omit that, especially in informal speech:

 

I discovered Julian had borrowed my car without my permission.

 

I felt he was wrong to do this, but he thought it would be all right.

 

After the more common reporting verbs, (e.g. say, tell) it is also entirely natural to omit that in informal speech:

 

I told him I'd be back by ten o'clock but he said he needed me here by nine.

 

After certain verbs (e.g. replied, shouted) that cannot be omitted and it is not normally dropped after nouns:

 

The Dean of the Humanities Faculty informed the students that the drama dept was going to close.

 

He left a message on my voice mail that he was leaving immediately for Vienna.

 

I replied (to his message) that he should remain in Britain.

 

He shouted at me that he was fed up with living in Britain.

 

omitting that in two-word conjunctions

 

There are a number of two-word conjunctions where that may be omitted. These include so that and now that which we can use to talk aboutpurpose and result and providing that and provided that which we can use to talk about imposing conditions.

 

In a more formal style we may prefer to retain that, but in an informal style it is often omitted. Compare the following:

 

We intend to send her to Brazil so that she can perfect her Portuguese.

 

I spent Easter with Anneke in Switzerland so I could learn to ski.

 

Now that we've joined the EU, prices are sure to rise.

 

Now the exams are over I can lie in bed all morning.

 

Provided that / providing that you sign the contract before we join the EU, you won't have to pay VAT.

 

You can borrow my DVD player, providing / provided you return it on Monday.

 

omitting that as relative pronoun

 

In your second example sentence, Saulo, that is used as a relative pronoun, introducing a relative clause. When that is the object in a relative clause, as in your example, we normally leave it out:

 

The work (that / which) she does for this company is much appreciated.

 

The representatives of the company (that / who) I met in Portugal were very helpful.

 

Note from the above examples that that can be used to refer to boththings and people, whereas which as a relative pronoun can only refer tothings and who can only refer to people.

 

Note also that when the relative pronoun is the subject of a relative clause, it has to be included. It cannot be omitted then:

 

Menorca is one of the Balearic Islands that / which lies to the north east of Mallorca.

 

We have a number of friends who / that have built holiday homes on the island.

-ed endings

t + d = id

sorted

decided

phrasal verbs

Type 1 are intransitive (no object) eg the plane took off

Type 2 are transitive and separable (the pronoun can't come at the end) eg I'll pick the children up after school.

Type 3 are transitive and inseparable (the object is always on the end) eg She takes after her father.

Type 4 are transitive and have two particles. eg I really look up to him.

Plural of nouns

Plural of nouns /s/ /z/ /iz/

Voiced consonant – vocal cords vibrate /z/

Unvoiced consonant – vocal cords don’t vibrate /s/

Rule 1: If the singular form of the noun ends in a voiced consonant, then the plural will have the voiced /z/.  Take ‘BIN’.  The /n/ sound is voiced so BINS has the /z/ ending.  If the noun ends in a vowel sound then it will also take the /z/ ending.  This is because vowel sounds are voiced.  EYE – EYES /z/

Rule 2: If the singular form of the noun ends in an unvoiced consonant, then the plural will have the unvoiced /s/.  BOOK  - the /k/ sound is unvoiced.  So, BOOKS has the /s/ ending.

Rule 3:  If the noun ends in a sibilant then add /iz/ sound.  Sibilant - /s/ /z/ /sh/ /tch/ /dʒ/ /ʒ/ /tʃ/

Voiced consonant + /z/ vowel sound + /z/ - bins, bags, peas, boys

Unvoiced consonant + /s/ books, bats, lights

Sibilant + /iz/ watches, kisses, wishes, messages

Other and another

Other = difference
Another = additional.

Examples in Context:

I would like another glass of water because I drank mine already. I am requesting an additional glass of water.

• Imagine you want to buy a blue towel so the assistant picks up a light blue towel but you don't want the light blue towel. You want the other dark blue towel. (There are choices and you don't want one, you want the other one).

http://www.englishcurrent.com/grammar/other-another-difference/

another + singular nonspecific countable noun

Examples: "Let's meet another day." "I'd like another piece of cake." The nouns ("day" and "piece") in both sentences are countable and singular (e.g. not with an 's') nouns. The nouns in both sentences are also not specific. This means that the speaker doesn't care which day or piece of cake he gets; he just wants a different one. He wants another one, but he hasn't said (or it isn't clear or important) which one. Hint: If you understand English articles ("a/an/the"), then think of "another" as "an + other." You can use "another" before a noun whenever you can use "a(n)" before a noun. The rules are the same. Another = an other!

other + plural or uncountable nonspecific noun

Examples: "Other people have problems, too." [people = plural noun] "This book has other information." [information = uncountable noun] The nouns in both sentences are not specific, just like with "another". The speaker doesn't specify which other people have problems, or what other information the book has. The rules are the same as "another" except that "other" is used before plural or uncountable nouns. Hint: If we think about articles (a/an/the) again, then remember that we use "other" before a noun that would NOT need an article.

the other + specific noun (singular, plural, countable or uncountable)

Examples: "I have two brothers. One of them lives in Canada. The other brother lives in Japan." "I go to school on Monday and Thursday. I work on the other days of the week." The nouns ("brother" & "days") in both sentences are specific. Re: Example #1: What brother lives in Japan? The other brother. The speaker said he has two brothers. He told you where the first brother lives, so the other brother must be his second brother. This is a specific brother (not general). You know what brother he is talking about. Re: Example #2: What days of the week does he work on? Tuesday, Wednesday, and Friday. The speaker said he goes to school on Monday and Thursday. You know that the other days of the week are Tuesday, Wednesday, and Friday. So the speaker says "the other" because it is clear what other days of the week he works on. Specifically, they are Tuesday, Wednesday and Friday. Hint: Thinking about articles again, the rules for "the other" are the same as the rules for "the" + noun.

idioms - origins

to be in good nick

http://english.stackexchange.com/questions/130340/where-does-the-phrase-in-good-nick-come-from/130386#130386

In French the slang expression, (c'est) nickel, means to be in perfect condition and nickel-chromemeans super so who borrowed from whom and when, might lead to its true origins.

10. An instance of cross-breeding, esp. one which produces offspring of high quality. Cf. nick v.2 7b.  So perhaps as the term for successfully crossed animals, specifically racehorses, was applied to racehorses generally in good form. This was then used for sportsmen in general before being used for anything in good condition, or conversely, as "in poor nick" for something in bad condition or form.

Students should play the game and then for homework, look up the origin of the meaning of the idiom as I have done above.

Passive Voice Quiz Game

Topics                                                                                                 Points

Movies: 
Who directed Pulp Fiction? (Quentin Tarantino)                               1
Where was Life is Beautiful produced? (Italy)                                   2
Where was The Lord of the Rings filmed? (New Zealand)                2
Who directed 2001: A Space Odyssey? (Stanley Kubrik)                  3

Writers: 
Who wrote Hamlet? (Shakespeare)                                                   1
Who wrote Moby Dick? (Herman Melville);                                    2
Who wrote Crime and Punishment? (Dostoyevsky)                          2
Who wrote Frankenstein? (Mary Shelly)                                            3

Painters:
Who painted the Mona Lisa (Leonardo da Vinci)                             1
Who painted Starry Night? (Van Gogh)                                            2
Who painted Guernica? (Picasso)                                                      2
Who painted The Scream? (Munsch)                                                 3

Inventions:
Who invented the light bulb? (Edison)                                            1
Who invented the flying machine? (Wright Brothers)                    2
Who invented the telephone? (Bell)                                               2
Who invented the radio? (Marconi) *                                           3

Discoveries:
Who discovered the law of gravity? (Newton)                              1
Who discovered E=mc2? (Einstein)                                              2
Who discovered the moons of Jupiter? (Galileo)                          2
Who discovered radioactivity? (Currie)                                        3

*If you're like me, you learned in elementary school that it was Italian scientist Guglielmo Marconi who invented radio. Yep, Marconi claimed he invented it and as a result even shared the 1909 Nobel Prize in Physics.  But in 1943, only months after his death, the United States Supreme Court finally gave inventor Nikola Tesla recognition as the first to truly conceive of and patent the principles of radio (or what he called ‘World Telegraphy’). They struck down Marconi’s fundamental patent.   http://www.nikolateslatour.com/blog/2012/05/26/did-guglielmo-marconi-or-nikola-tesla-invent-radio/


Movies
Who directed Star Wars? (George Lucas) 1
Where was the Beach shot/made? (Thailand) 2
Where was Trainspotting made?  (Scotland) 2
Where was Nottinghill shot? (London,  UK) 3

Writers
Who wrote Romeo and Juliet? (Shakespeare) 1
Who wrote the Harry Potter books?  (JK Rowling) 2
Who wrote the Twilight books?  (Stephenie Meyer) 2
Who wrote The Hunger Games? (Suzanne Collins) 3

Bits and pieces

Writing an essay

http://www.slideshare.net/uolssds/writing-an-essay

Lesson Aims

Teach Yourself - Teaching English as a foreign language

* to teach the present perfect = NOT A GOOD AIM

PRESENT PERFECT

* I've been to France - refers to past experience and time is unspecified

* I've worked here for 10 years - refers to something started in the past and connecting to the present.

* a better aim would be:  'for students to learn and have spoken practice in the positive and negative forms of the present perfect (indefinite past event).

* to teach the positive and negative forms of the present continuous and to give written and spoken practice = A GOOD AIM

AIM
* for students to improve their pronunciation = NOT A GOOD AIM

....a better aim would be....

'for students to have practice in recognizing and using rising and falling intonation in question tags and to recognize the different meanings implied'.

AIMS:  the why
STAGES: the what

* to teach writing = NOT A GOOD AIM
* for students to learn the correct usage of selected conjunctions in written English and to have practice in a letter-writing task'. = A GOOD AIM

OR ' for students to have practice in writing a letter of application using appropriate layout, language and paragraphing'.

Consumerism

http://www.theguardian.com/commentisfree/2012/may/09/hoarders-dark-side-of-consumerism

Hello, my name is Suzanne and I have a broken blender at the back of my cupboard. In fact, more than one. And an old kettle that could be useful for someone, surely? My friend – who, like me, is totally normal – has stopped herself buying a fifth sewing machine; a neighbour has racks of clothes she has not worn for 20 years. Vintage, right? We are just waste not, want not. Not like those people on programmes such as The Hoarder Next Door, for these people are unwell. They have a mental illness, OCD, anxiety or depression.

Currently, there is a glut of TV programmes about these sad, compulsive people who have to tunnel through their own junk. Why would anyone live like that? And why would we watch them? Because although hoarders are the latest freaks in the freak show, every conversation I have had about this has not been about how deranged they are but how many of us are on the verge … of hoarding.

Britain's Biggest Hoarders - Series 1 Episode 2 BBC

https://www.youtube.com/watch?v=fpgLxe9dHmw

Watch the first 15 - 20 minutes of the video and complete the questions below:

1.  What do the following numbers represent in the video?

• All my life
• 1 in 20
• 20 years
• 42 days
• 25 years

2.  The following words/expressions will help you understand the programme.  What do they mean?

• dual personality
• bang on the door
• burden
• vacuuming
• barely scraped the surface
• putting up with me
• conceal

3.  Answer the following questions using information from the video.

1. What does this programme tell us about the dark side of consumerism?
2. How do hoarders feel about their situation?
3. How would you define this type of extreme hoarding:  a problem?  Controllable?  A mental illness?  A disorder?  Part of human behaviour?  Why?
4. What problems do these hoarders face as a result of the extreme behaviour?  For example, in society, daily activities etc
5. How do hoarders affect those around them?
6. What strategies does Jasmine adopt to help cure Geoff of his hoarding?
7. What approach(es) does society take to help these sufferers (if any?)
8. What can society do to help these sufferers?

Dylan Moran on consumerism:

https://www.youtube.com/watch?v=rLmkRR2oGUA

What do the following vocabulary items mean?

• fill the void
• broke (adj)
• purple furry cube
• plough through
• 4 by 4s
• roar around
• dopey (adj)
• sunflowers
• sneering
• homicide
• dysentery 
• jaded (adj)

1.  What are the names of the perfumes he mentions?

2.  Why does he mention dysentery?

3.  summarize the video in one paragraph using the above vocabulary and the vocabulary and phrasal verbs we have studied this week.

Lesson ideas...

My gypsy wedding - (topics: teenagers, consumerism, different cultures)
https://www.youtube.com/watch?v=aPeJczBLBdA

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

Miranda - hotel

Cross them out

	A	B	C	D	E	F
1	yell	hairdresser	stunt man	plumber	vet	spoon
2	bricklayer	chat	butcher	fork	napkin	knife
3	sieve	dishwasher	mumble	cooker	lettuce	saucepan
4	paper-clip	sink	surgeon	shout	fork	cauliflower
5	stapler	desk	optician	suit	whisper	builder
6	rubber	toaster	cupboard	cardigan	tights	kettle
7	printer	kettle	wardrobe	soup	lawyer	rice

You are left with 5 words:

They are all ways of ….. talking

1. Cross out all jobs from row 1.
2. Cross out all stationary from column A
3. Cross out all food from column E
4. all cutlery from row 2
5. all clothes from Column D
6. all food from row 7
7. all things you eat with from Column E
8. all things in the kitchen from column B
9. all professions from row 2
10. all furniture from column C
11. all jobs from column C
12. all things you use for cooking from row 3
13. all words you use to study with from row 5
14. all jobs from row 5
15. all food from C F
16. all things in the kitchen C F
17. all clothes Column E
18. all jobs row 7
19. all things to use after eating
20. all things you use in a study from Column A

Charity lesson - Alan Barnes - Conditionals and Future perfect/continuous

Charity - what does this mean?

[explain that when I was younger, I raised money for charity by doing a jumble sale and I gave the money to my brother's charity and this year I will do a run and give it to cancer research for personal reasons]

In pairs, ask and answer these questions:

Have you ever given money to charity?

Have you ever raised money for charity?  What did you do?  Who did you give the money to and why?

Explain how touched I was about a story of a man called Alan Barnes who is disabled as his mother had German Measles when she was pregnant and Alan was born partially blind.

Read the article: 

http://www.bbc.co.uk/news/uk-england-tyne-31160219  - do a running dictation or jigsaw reading, or odd and even - one pair reads odd paragraphs and the other even and they tell each other what happened.

Watch video:  http://www.bbc.co.uk/news/uk-31084387

Explain that the target was £500 but guess how much was raised? £330,000.  How many people donated from all over the world?  24,000

CONDITIONALS

If you were Alan, what would you do with the money?

If I were Alan, I would buy a house.

If I were Alan, I would help other people.

If I were rich/If I was rich = they mean the same but 'were' is more proper.  It is in the subjunctive mood - it is one of the few words in English which still retains a distinct subjunctive mood.

MIXED CONDITIONALS

If Alan hadn't been mugged [passive], he would be living in the same house.

FUTURE PERFECT/CONTINUOUS

This time next year, Alan will be living in the Caribbean.

This time next year, Alan will have bought a Ferrari.

What will you be doing this time next year?  Write a sentence with the future perfect and future continuous.  Draw timelines.

future perfect: will + have +  past participle

future continuous:  will + be + verb + ing

COOLER - Pictionary with new vocabulary or dialogue between Alan and Katie.

Tax Disc song

Tax disc song - Gareth Richards

Please watch this video:  https://www.youtube.com/watch?v=QjG2z1fQjCs

Or, type ‘Tax disc’ song into Youtube. 

This post-office doesn't do tax-discs

This post-office doesn't do tax-discs

This post-office doesn't do tax-discs

This post-office doesn't do tax-discs

This post-office doesn't do tax-discs

Let's take a minute to unpack this

Whats the 1._________ of post-offices if they don't do tax discs?

When all that it is that you want, is a tax disc.

This post-office doesn't do tax-discs

But they've got a 2._________ in case you want to send faxes.

Please tell me who is still sending faxes?

Why do you have a fax machine but don't do tax discs?

I thought every post-office did tax discs.

But not every post office does tax discs.

Is it on the 3.____________ which ones do tax discs?

How you supposed to 4._________ which post-offices do tax discs?

I don't need 5.__________ and I don't need a fishing license.  If I needed envelopes or bluetack I 'd go to Rymans.

I don't need a passport so that I can 6.___________ the border.

I don't need the services of Parcel Force or Postal Orders

I don't need a 7.__________ license or tickets for the Loto.

I don't need a bureau to change my 8._________into Euros.

I don't need insurance, I just will take risks.

I'm not picking up my 9._________ or benefits.

I've been standing in this 10.________ for 20 minutes.

How much of my life must I spend in this line?

Why do I have to wait 'til the end to see the sign that says: 

This post-office doesn't do tax-discs

Work in groups of 5

Write a sentence about anything you want:


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Draw pictures that represent the sentence above:









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Write a sentence that you think the picture above represent:



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Draw pictures that represent the sentence above:











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Write a sentence that you think the pictures above represent: