1st Grade - 8th & 9th - session - Vocabulary and Grammar reinforcement & Future time clauses3/31/2020 1. Hopefully by now you are masters in tenses we use to express the future, but in case you’re not, it wouldn’t hurt to go through some basic concepts again. Please watch the video above to reinforce your knowledge of some of the tenses we use to talk about the future. 2. In addition, we should definitely check your answers to tasks 7-13 (page 37, SB). You’ll be provided the key through this video. I also discuss how and when we’ll deal with the subject of the exams held before the school was closed. 3. Finally, this week we are going to explore the concept of (future) time clauses (p. 39, p. GR 9, tasks 10-11). You have several resources available here to take charge over your learning process, tailor it according to your preferences and learning styles. There’s a PowerPoint presentation attached below that explores future time clauses. You can also watch a video on the topic. ![]()
What isn’t negotiable is you completing this digitized worksheet (those are the same tasks as the ones from your book – pages 38 and 39 – but made to fit our current circumstances). When you provide your answers within this worksheet be sure NOT TO USE contracted forms (so no won’t, isn’t, aren’t, doesn’t, etc.). You can check how well you did before you submit your work to your teacher, i.e. ME by selecting the option “check my work” (after clicking on the FINISH button). Link: https://www.liveworksheets.com/at104000dr
4. The last assignment is writing 4 to 5 sentences based on the picture prompts from task 12, page 39 (SB). You have the model already provided. You should use as many different forms and tenses to express your predictions about one of the characters portrayed in the photos. If you’re feeling particularly inspired, you can even select an image of a person that isn’t from your book and make predictions about him/her – but then, you also have to upload the photo you used as your starting point. I just want to check if you have mastered the wider scope of forms used to express the future. Please submit these sentences by 10 April (deadline) via this link (use your google email accounts – not skole.hr) : https://forms.gle/hNCpQbdhEobdT2CL8
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We will devote this lesson to learning or, to be precise, to systematizing the knowledge we've already acquired about the future in the past (although we haven't use this specific term by now).
The examples of the "FUTURE IN THE PAST" are those underlined sentences on page 48 in your books. I will provide 2 videos (one above and one below) as well as a powerpoint presentation (attached below this post) which will (hopefully) elucidate the concept of "the future in the past". You can always check the elaboration of this grammatical term in your workbooks (Reference and practice 4.2, WB p. 116)
***Check your understanding of the FUTURE in THE PAST via https://test-english.com/grammar-points/b2/future-in-the-past/. Please complete all 3 tasks. When you check your answers, you will be provided with additional explanations.
Furthermore, I have digitized task 6 from your books (p. 49) into a simple drag-and-drop task. So, please complete it below. And that's all folks for week 3 of online classes! Keep safe.
Drag-drop future in the past, an interactive worksheet by dunjaopa
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"Whoever fights monsters should see to it that in the process does not become a monster himself." (Friedrich Nietzsche) This week we're going to focus on one literary figure - Mary Shelley - and her best-known creation the novel Frankenstein (which Marry wrote at the age of 18 being basically stuck indoors for days on end due to a volcanic eruption - SOUNDS FAMILIAR, perhaps?). Some might not be aware of this fact but the titular figure Frankenstein is not the name of the reanimated monster but of the doctor who created him/it. Dr. Victor Frankenstein did not name the person/monster he created. He recoiled in fear and disgust when he saw what he had created and spent the most of the novel's plot trying to destroy "the monster" (see Nietzsche's quote above) who had done nothing (at the beginning) to deserve such treatment from the person who brought him to life, who gave him life. Since the novel was written, it has been adapted for theatre, television and cinema countless times. Due to these adaptations, we usually imagine the monster as having greenish skin, angular face , with bolts coming out of his neck though he/it did not look like that at all as you'll see based on the excerpt from the novel. The novel is written in an epistolary form while events are recounted from the perspective of various characters (even the Monster himself) which of course leads you to sympathize (*suosjećati) with his plight. 1. Watch the video above. It offers a relatively thorough introduction into the subject matter. Then, go to your books (page 48) and read extract A. Answer the questions in task 2. 2. Extract B is an adapted passage from the novel itself. I advise you listen to this audio while you read the text (page 49). The audio is based on the original text so there are some differences between the two texts (the audio one and the written one in your books). Don't let that distract or confuse you (listen till min 4). The audio uses much more complex vocabulary. 3. Listen to/read the text again, but before you do, go through this quizlet with the target vocabulary from the lesson on Frankenstein. You can also utilize the function "LEARN" within the quizlet platform.
4. Complete task 3 (1-6) on p.48 in order to incorporate these new words into your vocabulary. 5. Finally, as your feedback on the lesson on Frankenstein, go to google forms (please use your gmail accounts and not @skole.hr so I can track your progress more easily) and answer the posed questions. (deadline 8 April) : forms.gle/bEo749QfHgBBgQYA9
We continue with our work on mistakes. Some mistakes are more serious than others and are difficult, if not impossible, to rectify (*make right). We'll start this week's lesson with one such mistake withfar-reaching consequences.
1. Do watch the video above as a warm-up and then go to your books p. 96 Mistaken identity/Hospital mix-up (9 D). If you left your book at school, no worries - you can download it via the link I sent you on your class email. I have also attached the accompanying audio with the target vocabulary. After you read and/or listen to the text, you will have to prove that you have understood thegist of it. You will do this by answering the 7 reading/listening multiple-choice comprehension questions via this link (p.97, t.4) * If you enjoy stories about twins and mix-ups (conspiracy theories that have turned out to be true), I recommend you watch the award-winning documentary "Three Identical Strangers". It is truly a fascinating account on the nurture vs nature debate. 2. Next, we'll focus (yet again) on language mistakes, specifically translation mistakes, false pairs and the impact they had on the world. The bottom line is that even skilled translators have to be very careful when translating from one language to another. There are many pitfalls when it comes to translations - from contextual to linguistic limitations. The relationship between a translation and its original is never 1:1 - it is at best 1,1: 1 if languages are very closely related (e.g. Serbian and Croatian ;)). It is especially tricky when you have words in both languages that sound familiar but have entirely different meanings (i.e. false pairs).
Nowadays, it is very important, perhaps more than ever, to distinguish between these two words and use each of these items appropriately. You wouldn't want somebody to believe that you eat soap or wash your hands with soup, would you?
!!! What you have to do is compete the open cloze text (by adding one word in each gap) that gives 7 accounts of famous translation errors. After you complete this worksheet, click on the button FINISH! and then "send it to my teacher" (send it to [email protected]) . Don't use nicks but your real names and surnames. Of course, before you send this worksheet, you can check your answers (beforehand) but keep in mind that the last task that relates to false pairs will probably be marked as incorrect since there are certain variations when it comes to translations that an AI (artificial intelligence) cannot foresee and it has to be graded "by hand" (i.e. by a human being, me).
Little Translation Mistakes That Changed The World, an interactive worksheet by dunjaopa
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This week we're going to focus on the relationship between politics and religion (specifically in Northern Ireland). Norther Ireland is a part of the UK to the much chagrin of the Irish. This disputed territory, under British (Protestant) rule, has been been a stage for numerous violent altercations. To learn more about the background of this conflict please watch the video above. The situation in Norther Ireland has inspired many artists to write protest songs, including the famous band U2. Their song Bloody Sunday refers to an incident, told through the eyes of an observer, when the British troops shot and killed 14 unarmed civil rights protesters. 1. Listen to the song at the lyricstraining platform and, as you listen, try to complete it with the words offered. There are 4 levels of difficulty that you can choose from. 2. Next, go to your books p. 39 and read the text about Northern Ireland. You'll also have to complete the listening task (6 and 7) as well as answer the comprehension questions in relation to the text (task 4) via the google forms sheet. 3. Through the same google forms sheet, you'll share your opinion about John Lennon's protest song titled Imagine (which you can also listen to via the lyricstraining platform) 4. Select one protest song from the list - what does the song criticize? Does it envision a better world, a better future or (just) criticize the current state of affairs/things? To what does the song talk about? Why did you chose this particular song? Provide your answers via google forms. (deadline 6 April) !!! Upon submitting your answers via google forms, please use your google email addresses NOT @skole.hr!!! I full-heartedly recommend you read the guidebook prepared for the graders of your matura exams (it is attached below this post). There you'll find examples of corrected scripts (i.e. essays) with assigned points. You'll also be able to see which criteria is applied when assessing how many points your script gets for each category (4 categories - Grammar, Vocabulary, Task Completion, Coherence & Cohesion). This week, we'll focus on the category of Grammar and how to get the maximum number of points by using complex structures (subordination, modals, auxiliaries and participles* - terms explained below). The following is stated in the graders' guidebook: You might ask yourself, and rightfully so, what are simple and complex structures or subordinate clauses that your graders are interested in. The explanation offered is: Although you have been using simple, coordinated and subordinated structures, modal and auxiliary verbs, as well as participles for (at least) 3 and a half years of your education, I'm sure that to some these linguistic terms don't mean much. Watch the video below to find out which of your sentences can be considered simple and which complex. !!! If you used one of the ("simpler") conjunctions that you can remember through the use of the FANBOYS acronym (For, And, Nor, But, Or, Yet, So), your sentence is a coordinated simple sentence. The trouble begins when you have to use complex structures: 1. SUBORDINATION 2. MODALITY/ AUXILIARIES 3. PARTICIPLES 1. First things first, subordination - HOW DO WE/I ACHIEVE SUBORDINATION??? A subordinate clause—also called a dependent clause—will begin with a subordinate conjunction or a relative pronoun. Here is a list of subordinate conjunctions and relative pronouns (this is not an exhaustive list): ![]() So, do you know how to form CONDITIONAL sentences? How about RELATIVE sentences? If you know how to do that, then you've used subordination! Let's try to combine two simple sentences with the word in the brackets and, THUS, achieve subordination. a) My wife hit that dog with the car. The dog was very old. (2 simple sentences) ---- That's the dog _________________________ the car. (whom) - relative pronoun ----- That's the dog whom my wife hit with the car. --- subordination, complex sentence, relative sentence b) I signed the contract. My lawyer was there. (2 simple sentences) ---- I _________________________________ my lawyer had been present. (unless) - negative conditional conjunction (E.g. Unless you study more, you won't get a passing grade) ---- I wouldn't have signed the contract unless my lawyer had been present. --- subordination, complex sentence, 3rd conditional. 2. Secondly, modality and auxiliaries (*pomoćni glagoli) - WHAT'S THAT? So, do you know how to form PASSIVE sentences (formed with the variations of the auxiliary verb to BE) or perfect tenses (formed with the variations of the auxiliary verb to HAVE)? If you do, you know how to use auxiliaries. Do you know how to form the past tense with modal verbs (should, ought to, would, needn't, might, could...)? Great. Prove it. Combine two simple sentences with words in brackets. c) We had to go up the stairs. Someone was using the lift. (2 simple sentences) Since the lift .............................................., we had to go up the stairs. (being) - auxiliary verb Since the lift was being used, we had to go up the stairs. - complex/ passive sentence, subordination d) Mr. Diamond lives in Abu Dhabi. He moved there in 2010. (2 simple sentences) Mr. Diamond _________________________________2010. (has) - auxiliary verb Mr. Diamond has been living in Abu Dhabi since 2010. - perfect tense/complex structure e) I went to the office. I then remembered it was my day off. (2 simple sentences) I ________________ to the office as it was my day off. (needn't) - modal verb I needn't have gone to the office as it was my day off. - past modality, subordination, complex sentence 3. Finally, we have participle clauses as our last example of complex structures. There are 3 kinds of participles : present participle (--ing form), past participle (usually ends in --ed, if the verb is a regular one), perfect participle (having + past participle) Let's try to combine two simple sentences with the help of participles and, THUS, achieve subordination. f) I saw an accident ahead. I stopped my car. (2 simple sentences) Seeing an accident ahead, I stopped my car. -- present participle clause, complex structure g) I hadn't had a shower for two days. I was desperate to get to the bathroom. (2 simple sentence) ______________a shower for two days, I was desperate to get to the bathroom. (having) Not having had a shower for two days, I was desperate to get to the bathroom.--- perfect participle clause, complex structure. The first step in activating our latent grammatical skills is through sentence transformations. Then, when we remind ourselves of the variety of (complex) structures that exist in the English language, we should try to put them in practice. Go through this quizlet to reactivate the knowledge of certain (grammatical) structures (quizlet.com/_8989hk?x=1jqt&i=ol6mm), then make a list of grammar structures you have mastered and are confident about using (the so-called checklist of structures you want to integrate in your writing) and write a short paragraph (100 words max) using these structures on the topic of how adults can influence young people's behaviour. !!! Download the document (*ways to integrate grammar into your writing) below where a step-by-step tutorial of what you're supposed to write is provided (along with a model). Upload your short piece of writing together with the list of grammatical structures you've decided to use (min 6 different structures) till 4 April. ***If you find it easier to study along with an audio-visual stimuli, do watch the video below that discusses various ways and provides examples how we can transform sentences. ![]()
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4th Grade - 27.3. - Using online resources (digital literacy) in foreign language acquisition3/26/2020 Ladies and gents, in today's lesson we'll be focusing on your autonomy as a language learner. I'll provide you with a couple of resources and methods that you can use to enhance your language proficiency. I advise you to go through them and select those that you might find useful. 1. I've recently discovered this lyricstraining website that focuses mostly on music but you also have ted talks on various topics. You can also use it to practice other languages. I've been using it to study French. You can choose from 2 types of exercises and 4 different levels. There is an Android and IOS app. 2. Not all learners realize how important the good old Google search can also be in checking grammar, idioms or common word combinations (collocation). In fact, Google is by far the largest existing corpus of online text and can, with experienced use*, provide answers to virtually every question about the English language. Imagine, for example, that you want to know whether you should write: a) "at the beginning of the book" or b) "in the beginning of the book". In google search, you will get 331,00 hits for the first and 121,00 for the second. You can thus deduce that both expressions are possible but that "at the beginning of the book" is the safer choice. (don't forget to put the phrase in quotation marks). As you can see below, google translate is not the best tool to use when trying to figure out which preposition to use. However, what you should do is put the part of the sentence that you are sure is correct within quotation marks (" ") and replace the part of that you are not sure of with a so-called wildcard * placeholder. ![]() 3. Google can also be consulted if you want to figure out which collocation is the stronger one in the following word pairings:
You enter the words or phrases in the input box and click Search lots of books. Google returns your search as a graph, showing the relative popularity (or use) of the words in the books that Google has digitized. Watch the video below to find out more about how to use the Ngram Viewer. It can and is used for so much more than figuring out which collocation is stronger. 4. After experimenting with the Ngram viewer - please complete this Collocations quiz. http://esl.fis.edu/grammar/choose/colloc1.htm
The reason why I'm pestering you with these collocations is because there are no collocation rules that can be learned. The native English speaker intuitively makes the correct collocation, based on a lifetime’s experience of hearing and reading the words in set combinations. The non-native speaker has a more limited experience and may frequently collocate words in a way that sounds odd to the native speaker. 1st Grade - 6th and 7th online lesson - Future forms (How we talk about the future?) + Kahoot3/25/2020 1. First things first, to get your mind in the right headspace for learning and practicing tenses which express the future, watch the video above. If it is easier for you to study by watching and listening to videos I also recommend you watch this one: www.youtube.com/watch?v=xtTFAMF1SUk 2. After that, download the PowerPoint presentation attached at the bottom of this post about (already familiar) tenses that we use to express the future: present simple, present continuous, going to future and future simple. You can also check the grammar reference in your books (p. GR 8 and 9) 3. Go through the PowerPoint presentation and try to solve a couple of online exercises which also offer you feedback (an explanation) if you answer incorrectly: When solving these grammar tasks, try to keep an internal monologue going which would (ideally) sound something like this: "What am I expressing with this sentence?"
4. Then, download the second PowerPoint presentation that focuses on future perfect and future continuous and solve these online multiple choice exercises: If you find it easier to study along with videos do watch the ones produced by BBC English about future continuous (www.youtube.com/watch?v=2bFhZXEOiVk&t=93s ) and future perfect (https://www.youtube.com/watch?v=Qd2WfMgapws). 5. When you start feeling comfortable with using these different forms and tenses, go and solve this Kahoot! kahoot.it/challenge/0622397?challenge-id=9e5a4d4c-98d2-48e7-948e-a00fed04c18a_1585254793604 . Please use your real names and surnames as nicks since I'll monitor your attendance and activity through this challenge. (!!!!due date 4 April) ![]()
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We're finally moving onto Unit 9 that focuses on technology.
We're first going to discuss implications of being (overly) dependent ON or addicted TO social media and how certain people behave online. 1. Go to your books, to page 108-109. Read and complete the text with the sentences in task 3 and do the vocabulary exercises (tasks 4,5,6). When it comes to the target vocabulary covered in this text, you can use this short quizlet for self-study just to check your overall understanding of key words and expressions. For fast finishers, you can go through flashcards that offer a comprehensive overview of the entire vocab covered in Unit 9. You'll see it's not very demanding or complex. 2. You are considered digital natives. You have probably never owned a phone that was not a smartphone device. Different generations prefer using different social networks and they use them for different reasons and purposes. Watch the video on that topic and do the related exercises. https://en.islcollective.com/video-lessons/how-do-you-use-social-media-0-100 3. Answer the discussion questions that relate to various aspects of social media use by 3 April. You have more than enough time. (forms.gle/ZKzLWm63sp8J1w4u5 ) How are things in your *NECK of the woods*? I'm sure that all of us have itchy feet by now and daydream about the day we'll be allowed to travel again. Nowhere fancy. Even visiting Delnice would be a nice change of scenery.
2. https://www.educaplay.com/learning-resources/3948661-bodyidioms_10_s_n_f_unit_1ex_1.html
The expression we're looking for is "a doctor's office/surgery".
However, sometimes you cannot get the treatment you need at a doctor's office. For example, if your liver is failing you might qualify for a liver transplant and for that you need to go to hospital. And how might doctors go about getting you an organ transplant? They first SCREEN your closest relatives if they are a match. If they are not, then you are put on a waiting list and wait for a donor or a match. Aside from human donors, is there any other way to acquire a suitable organ for transplant? Go to your WB p. 30 (tasks 2 and 6) to reveal the controversial issue being discussed.
Dear students, today we are going to think about the reasons why some people decide to go under the knife or undergo plastic surgery. We'll look at two people, Justin Jedlica and Vanilla Chamu, or the so-called real-life Barby and Ken. 1. First, watch the video above to get a better impression of the kind of people we're talking about and then download the audio (below this post) that relates to the listening exercise in your books (page 46, task 2). Please complete task 2. 2. Secondly, this audio is filled with interesting idiomatic expressions related to the body. I'm sure most of these idioms are already familiar to you and if not, this is a great opportunity to get acquainted with them. Check your understanding of the expressions that appear in the attached audio via tasks 4 and 5. (page 46-47) Idioms usually have an interesting story behind them, such as the idiom "warts and all". The story goes that Oliver Cromwell, who was Lord Protector of the Commonwealth of England, Scotland, and Ireland in the 1600s, was having his portrait painted. However, he didn't want the painter to beautify anything about his appearance as was the practice at that time - #nofilter :). He wanted to be portrayed as realistically as possible -- "warts and all" --- and oh, did he have warts. 3. There are numerous idioms with body parts :), even in Croatian. E.g., nositi (imati) glavu u torbi (vreći) = riskirati, izlagati se opasnosti (ENG equivalent - Throw caution to the wind). držati jezik za zubima = šutjeti (ENG equivalent - keep your mouth shut), zaljubiti se preko ušiju = jako se zaljubiti (ENG - fall head over heels with someone). Your task is to select 4 idioms (CRO frazemi) with body parts from the image below and find their translations into English. Keep in mind that idioms are culture dependent and can almost never be directly translated (but sometimes they can). 4. Finally, we can conclude today's lesson with a short video quiz. You'll be given the key for these tasks by the end of the week. ![]()
Dear students, watch the video above to get into the appropriate mindset. Then, go to your books page 106 and 107. We'll do tasks 2, 5 and 6. You can find the audio for task 2 attached at the bottom of this post. Tasks 2 and 5 (reading and listening comprehension) will be checked via google forms (deadline: 31.3.) : forms.gle/nzmT7QDZg3uJEFVS7 However, I'm also very interested in task 6 because it checks your understanding of almost all basic grammatical concepts. The key for task 6 will be provided by the end of the week. In addition, please complete one online exercise about the history of braille available at: www.educaplay.com/learning-resources/5286770-the_history_of_braille.html ![]()
Dear students,
we'll continue our work on Unit 3, specifically 3b (page 37). There are a couple of things you'll be required to do this week: 1. Watch the video above to get you in the mood of thinking about the future of nutrition. 2. Open your books on page 37 and look at the table in task 7, then click on this link and collaborate with your classmates on creating an exhaustive list of food items (notice how words for certain kinds of meat and veggies come from French). 1.F docs.google.com/document/d/1YI_PfJx3DyNMA5B9eTNAT2LiV1nuO_srW7IZpmRg68w/edit?usp=sharing 1.B docs.google.com/document/d/1-0XBCKyybsRK7WiaTaMkJpQgmF7xIQIwjnoxpllUV0A/edit?usp=sharing
3. After hopefully learning some new vocabulary items related to food (perhaps even from your classmates or on your own via your new best friend Google ;)), go back to your books and complete the tasks (from 8-13) on page 37. Make use of all the available resources to arrive at the correct solutions. If you're not sure which words to use, you can follow the same search pattern as shown in the example below for task 8 (use quotation marks " ___ " and an asterisk * as a stand in for word/s you're not sure of). Words follow certain strict patterns and there's a limited number of words that can come between the word "people" and "a diet". As you can see, the most common word that comes between the word "people" and "a diet" is the preposition ON but FOLLOW is a close second. 4. After completing page 37, go to Padlet where you'll see 4 questions and one model answer to these 4 questions. Plan out your responses to these 4 questions, record yourself speaking (for min 60 secods) and upload the audio to Padlet. You are required to sign your audio response (i.e., write your name and surname or at least initials and grade). You have sufficient time to submit your audio assignments (1 April). If I had a penny for every language mistake I have made over the years, I would be rich. Filthy rich, at that!
And you know what? I am glad I have messed up so many times, because without those mistakes, I would not be the person I am today. I remember believing that "family" and "always" were spelled *familly and *allways and I recall my high school English teacher correcting these errors. I did get a lower grade due to these mistakes but I do hope that you don't necessarily have to be 'penalized' for each mistake you make to remember it. Mistakes are a valuable tool that you can use as guidance in learning a foreign language and although each of you has a different weak spot (for some, it's spelling, for others it's prepositions, etc.), there are certain mistakes that almost all of you made (or still make) at some point. This week, we'll focus on identifying and recognizing the types of mistakes that students make with the hope that you'll avoid some of them in the future. I don't have to emphasize the fact that exam makers know very well where you are the weakest and like to exploit these language weaknesses in order to test your proficiency in English so don't indulge them. Some of these mistakes are: 1. NOT using perfect tenses correctly (I *didn't go* to the cinema since. By the time we finish, he *will already arrive* home. They *have discovered* the vaccine in 2009. ) 2. misusing articles (using articles with uncountable/abstract nouns and not using articles with countable nouns - We should protect *the* nature) and quantifiers (We should have *less* subjects in school) 3. negative transfer/interference from your native tongue (mostly visible when you misuse prepositions -e.g. "Okreni ovu stolicu ZA 90 stupnjeva." - "Turn this chair *FOR 90 degrees." - whereas it should be "BY 90 degrees", and when you attempt to translate directly from CRO into ENG - "..kad napunim 18 godina", "when I *become/fulfill* 18 *years*", whereas it should be "when I TURN 18..", "voditi dnevnik" , "*lead* a diary" vs "KEEP a diary", Svi su u školi" -- "Everybody *are* at school." vs "Everybody IS at...") 4. lacking awareness of collocations and language nuances (e.g. materinski jezik - is not *mother language* but MOTHER TONGUE, pisati ispit - we don't *write* exams but we TAKE or SIT exams; The flowers had a special *smell* - vs SCENT ) 5. using wrong verb forms with unreal past and subjunctive mood (I wish I *have* more money; I suggest you use 6. not acknowledging the use of conditional structures (If we knew that we were making mistakes, we *won't make* them in the first place. ) 7. word order when using relative WH-pronouns and reporting questions in affirmative sentence (I don't know what *did he do*. vs I don't know what HE did.) 8. misspelling words that are homophones (deer vs dear, it's vs its, break vs brake, etc.) 9....and many more... We'll focus on some of the mistakes and how to rectify them via google forms. Most questions will include a feedback message that explains why a certain answer is the correct one. Your attendance will be recorded automatically by collecting your email addresses. You have to complete this form by 2 April. forms.gle/Gak2QkeMFah3q4VM6 Hi guys and gals! Hope this post finds you in good heath and spirit. Well, at least as much as it's is possible under these conditions.
We'll continue with Rebecca Black and her "Friday" hit single (whether it was a mistake for her to make it) and transition to other types of mistakes, specifically, those that foreign language learners make. As they say, to err is human. What I ask of you is to go to the google forms quiz which records your attendance and activity and where you'll listen, watch and answer a couple of comprehension questions. (forms.gle/FxqLJTrDUbrFSh16A) Your deadline for completing this form is Tuesday (7.4.) CONVERSATIONAL English Elective class - 20.3. (FAK) - THE STORY OF STUFF/THE STORY OF US (project)3/23/2020 Dear all, I hope you are all well!
Since our classes are moving online, we’re going to do them a bit differently. Here are the instructions for the project "The story of stuff, the story of us": 1. Take a photo of an object in your home that has an interesting story behind it. It can be a personal story or a history of an object (or even both). The object you choose can be anything, ranging from a pair of jeans, a football, a book, a trophy, to toilet paper. 2. Think about what you want to say -- plan your speech accordingly and make an audio recording of you delivering the speech. 3. Upload the photo and the audio file to your computer and merge the two into video format via: https://imagetovideo.com/ (go to Convert Audio file to Video section where you 1st upload the audio and then select the background image, that is, the image of the object. When the two are merged, download the video.) 4. Go to the link below and upload your work: https://padlet.com/dunjaopa/ljl8qaapkgcs You have 2 examples/ models provided at this link (The Surogat painting and The invention of the telephone ) 5. Write the title and a short caption. Add your initials at the end. Possible issues: some phones record audio in formats other than mp3 or wav, so you might have to convert it into an mp3. You can use this online converter to do so: https://online-audio-converter.com/ The deadline is next Monday (30 March). Have fun! :I hope this post finds you well physically as well as mentally. I won't burden you with a lot of assignments. 1. We'll mostly focus on repeating the vocabulary you were supposed to acquire by now. On that note, please complete this quiz: open joinmyquiz.com and enter this code 170305 Your deadline is till next Monday (30.3.) so you have time to get your bearings (the vocabulary list is available in your workbooks - units 1-3). Please use your full name (first name and surname) when you play the quiz because that's how we'll record students' attendance and gauge (measure) your level of participation. Also, this quiz has some additional features that Kahoot! doesn't - be sure to use them ;). I'm not particularly interested in how well you do in the quiz but in case you do exceptionally well, you'll be adequately rewarded. 2. Last time you did your presentations and you cast your vote for one (mock) party. The ballot box with your ballot papers is still in school, unopened so I don't know who won. Hopefully we'll count your votes in a couple of weeks in class. Till then, we'll continue with our lesson on politics with the topic that we have already broached : https://www.youtube.com/watch?v=UcgvOjJSzWE You have to watch the video and answer one question via google forms (till next Monday): forms.gle/ZNf3n6DWKR92hSW3A This lesson entails you watching a video and following (checking!) the tasks in your books. Easy, right? It's certainly no brain surgery. The vocabulary covered here relates to the previous 2 online lessons and tasks. YBased on this Kahoot challenge I will be assessing your class participation. Completing this challenge is NOT optional.
The Kahoot challenge relates to the dependent prepositions handout that you were supposed to complete. You have to complete this quiz by Monday 23rd. You can call it homework but everything is homework during these dire times. Don't get too creative with your names (nicks) because I need some proof that you are participating in this educational experiment. The challenge link is: kahoot.it/challenge/0654348?challenge-id=9e5a4d4c-98d2-48e7-948e-a00fed04c18a_1584571879854 You can also access it through the Challenge PIN: 0654348 Last time you were supposed to read the text on page 34 and 35 about VR, do 3-8 tasks in your books (page 34/35) and answer the questions related to the text and video via Google forms. You will be provided with the key to these tasks together your 4th online lesson and receive feedback on your work submitted via Google forms.
This time, we'll be focusing on developing and expanding your vocabulary. We will also discuss the future of transport. But first things first. 1. Open your books on page 36. First answer the 3 tasks that relate to text you had to read last time. Then, move on to transport vocabulary (task 4-5). Read task 6. 2. After completing the tasks in your books, go to Google forms and answer a couple of questions about technology and transport. 1.b --- link for Google forms: forms.gle/w9T8LCtWGkBUJKp46 1.f ---- link for Google forms: forms.gle/RgHPw899aWjzUAqi9 PLEASE BE CAREFUL THAT YOU COMPLETE THE FORM INTENDED FOR YOUR GRADE. Last time you had to complete task 5 (page 44) in your books that talks about different physical and mental obstacles that certain notable individuals had to overcome. The text ends with a discussion question: would these people have achieved so much without these IMPERFECTIONS. (*check if you actually wrote IMPERFECTIONS as your answer. If you did, good for you! :) You rock!)
The plan for today's lesson is: 1. To think about the aforementioned question. Watch a video about one famous figure and his imperfection and answer a couple of questions that you have to submit by Wednesday (25 March) 00:01. Link: forms.gle/GqYi1PbBy4jHinG56 2. Go to the vocabulary bank at the end of your book ---page 137 and do the 2 tasks under the heading PHRASES WITH MIND. TO MY MIND*, you won't find it too difficult. (*In my opinion) BEAR IN MIND*, that these expressions are considered quite essential but I'm sure you already know most if not all of them. (*imaj na umu) This lesson relates to the page 104 in your books (Vocabulary Insight 8, i.e. the blue page at the end of Unit 8). Idioms (Cro. frazemi) can be pretty fun to learn because they instantly make images pop up in your mind, that is, they are very easy to visualize. However, don't jump the gun (meaning: don't be hasty, come to conclusions too quickly) when trying to figure out what idioms in foreign languages mean. You'll rarely be successful. For example, someone who's FULL OF BEANS does not have digestive issues but is rather full of energy. Idioms are language specific and culturally dependent so never try to translate them word for word (Google translate is also notoriously bad at translating idioms). You can find their translations online in articles or other verified resources. Some of the idioms in English have their equivalent in Croatian (and vice versa) while some don't. Example of idioms (English and one in Croatian) with the same/similar meaning: Kad na vrbi rodi grožđe. vs When pigs fly. Prošla baba s kolačima. vs That ship has sailed. Jedva skrpavaju kraj s krajem. vs They are barely making ends meet. Na rubu sam živčanog sloma. vs I'm at the end of my tether*. (*povodac) Lijeva ko iz kabla. vs It's raining cats and dogs. Your assignment for next Tuesday (24 March) is: 1. Complete the tasks on page 104 (focus on the idioms with END and FOOT) 2. Complete and submit the Google form that relates to idioms by Wednesday. Link: forms.gle/TbihERnTrkKYF2K96 I hope this message finds you well. I'm here to support you however I can. Take care of yourself and your family first. However, in these dire times, certain distractions (even schoolwork) can be more than welcome. To start with (3 steps): 1. We're continuing our work on dependent prepositions = fixed combinations of nouns/verb/adjectives + prepositions -- e.g. why do we say IN English "I came here ON FOOT".... but..... "I came here BY BUS"? Which preposition we're going to use depends on the noun (in this case) that follows the preposition. Go through the power point presentation and follow the instructions on your own or you can watch and listen to me going through the presentation via this link. The presentation is attached below. 2. Complete page 104 in your books. (Remember the verb + preposition - FORK OUT) --- use the Internet for help! 3. Complete the handout given to you last time (on the same sheet of paper as Steve Jobs's speech). If you were absent, you can find a copy attached at the bottom of this post. We will check your work on Friday via a quiz. Use all the available resources to complete the task.
I hope this message finds you well. I'm here to support you however I can. Take care of yourself and your family first. However, in these dire times, certain distractions (even schoolwork) can be more than welcome. To start with (2 steps): 1. Go to your books. Read the text in Module 3 "A total reality experience" and do the tasks under the 3a heading (tasks 2-8) -- page 34-35. If you'd like to listen to the text while you read, download the audio below. 2. Based on the text you will have read, you'll have to complete the google form quiz. Link : https://forms.gle/Vo3P3zJ2aPNLuvSw9 Based on these google forms I will be assessing your class participation. They are not optional. They have to be submitted before the next lesson. ![]()
I hope this message finds you well. I'm here to support you however I can. Take care of yourself and your family first. However, in these dire times, certain distractions (even schoolwork) can be more than welcome.
To start with (3 steps): 1. Finish reading the text about Gattaca in your books page 42/43. Focus on words that can be used as both verbs and nouns (underline them as you read). There are numerous examples in addition to the highlighted ones. For example: COUPLE ( a) The team's win, coupled with a loss by their rivals, put them in first place. b)They are a couple of hobos.) SECOND (a) I second that. -- I agree with you. b) Give me a second. ) 2. Complete tasks 4 and 5 in your books. (p. 42-43) 3. Fill out this google form - available at : https://forms.gle/8J1gXwYybJHD2EY36 till Friday 00:01 am. |
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