We resumed classes after a very nice holiday. Some of the students in the group had been away for the holiday. Students started the lesson asking each other:

Did you go anywhere for the holiday?

And they answered: Yes, I went to… ( Merida,Toledo, my village, and so on) or No, I didn’t.

We continued learning about jobs. First, students had 2 minutes to make a list of all the jobs they remembered. One student remembered 17 jobs. Next we were talking about jobs. First, we practiced the question: What do you do? to find out about somebody’s job. The second question we learned was: What does a (secretary, mechanic, etc.) do?

Students picked a job and and had to find their job description. Then everybody had to interview everybody else and write the answers in a chart.

We learned the following verbs to describe jobs: cook, serve, repair, teach, drive, help, work, sell.

Students held conversations like this:

What do you do?

I am a chef.

What does a chef do?

A chef cooks meals ( or food) in a restaurant.

The verb tense we are using is the Present Simple. When we ask questions we need to use the auxiliary do or when the subject is a 3rd singular person: he, she or it,we use does. When we answer the question, if the the subject is a 3rd singular person: he, she or it, we add an -s or sometimes -es.

Students did an excellent job is this activity.

Later we were listening to a recording of 6 people talking about their jobs. Students had to identify the job and say what words had helped them understand it was the job they had chosen from the given choices.

Finally we did the first reading for the play students will perform at the end of the term. I am not going to say what play it is because it is a secret for everybody else.

Homework

Watch and listen to the video:

Then, choose 4 jobs and explain what they do. Example:

The tailor makes trousers, suits and shirts.

Please, check the new blog, you should find the new entry in there.

But just in case, I'll paste it here.

We resumed classes after a very nice holiday. Some of the students in the group had been away for the holiday. Students started the lesson asking each other:

Did you go anywhere for the holiday?

And they answered: Yes, I went to... ( Merida,Toledo, my village, and so on) or No, I didn't.

We continued learning about jobs. First, students had 2 minutes to make a list of all the jobs they remembered. One student remembered 17 jobs. Next we were talking about jobs. First, we practiced the question: What do you do? to find out about somebody's job. The second question we learned was: What does a (secretary, mechanic, etc.) do?

Students picked a job and and had to find their job description. Then everybody had to interview everybody else and write the answers in a chart.

We learned the following verbs to describe jobs: cook, serve, repair, teach, drive, help, work, sell.

Students held conversations like this:

What do you do?

I am a chef.

What does a chef do?

A chef cooks meals ( or food) in a restaurant.

The verb tense we are using is the Present Simple. When we ask questions we need to use the auxiliary do or when the subject is a 3^rd singular person: he, she or it, we use does. When we answer the question, if the the subject is a 3^rd singular person: he, she or it, we add an -s or sometimes -es.

Students did an excellent job is this activity.

Later we were listening to a recording of 6 people talking about their jobs. Students had to identify the job and say what words had helped them understand it was the job they had chosen from the given choices.

Finally we did the first reading for the play students will perform at the end of the term. I am not going to say what play it is because it is a secret for everybody else.

Homework

Watch and listen to the video:https://www.youtube.com/watch?v=ORGLQudvMWE

Then, choose 4 jobs and explain what they do. Example:

The tailor makes trousers, suits and shirts.

Well, the term is coming to an end, like the movies. Remember to bring your contribution to our tea party.
Here is a little example:

Hard boiled egg and anchovy canapes:

Ingredients
 A hard boiled egg
4 pieces of toasted bread.
A can of anchovies.
Some olives.
Mayonnaise.

To make the canapés
Put the pieces of toasted bread on a plate.
Spread a bit of mayonnaise on them.
Put a slice of egg on top.
Spread a tiny bit of mayonnaise on the egg.
Put one anchovy and one olive on top. Hold the canapé together with a tooth pick.

Don´t worry, I will help you with your recipes in the first part of the class next Thursday.

Yesterday we continued studying how to describe people. We learned a few new word: height, weight, age, average, good looking, pretty, handsome, cute, middle aged.
Students had to describe a the picture of a person in this way:

It´s an old man. He is average height and average weight. He has got short dark hair.
Or
It´s a middle aged woman. She is tall and average weight. She has got long curly hair. She is pretty. 

Students had to talk to a classmate in this way:
Student A Tell me about the boy. Is he tall? Student B No, he isn´t, he is short.
Student A Is his hair long? Student B Yes, it is.

Then, we listened to a recording which described 4 different people students had to pick the right answer, they all did a good job.

We watched a video and practiced the song: What do you look like?

Homework
You know, cook something nice.

Were you born in 2013? No, yo were not. If you had, now you would be a baby and you are not a baby. You are all big kids now, you are 10 or 11. So you answered No, I wasn't, I was born in 2003 or 2002, which is a good answer.

And you all know how to say your email address in English, don't you?

In our last class we reviewed  the vocabulary introduced the week before: words to describe somebody's appearance and personality. And we played Around the World to reinforce it.
We talked about best friends and some of you were very clever and guessed which characters in the book were best friends: like Jessica and Steve, because they both looked shy. One character in the picture didn't have a best friend, but she had her own horse.
Everybody said who their best friends were and then each student said one sentence about them: he is thin,  she has got long hair, she has got brown eyes or he wears glasses.
By now, everybody knows when to use is or are or am and when to say has got or have got.

We made 2 teams and played the game Who is who. Students had to ask these type of questions:

1.Is it a man? or Is it a woman?
2.Does he/she wear glasses, a beard, a moustache, earrings, a hat?
3.Has she/he got black hair, long blond hair, gray hair?
4.Is he bold? Is he/she old?

The person who gave the answers could only say yes or no and had to answer like this to those questions:

1. Yes, it is. No, it isn't.
2. Yes he/she does. No, he/she doesn't.
3. Yes, he/she has. No, he/she hasn't. 
4. Yes, he/she is. No, he/she isn't.



Homework
1.Answer this little quiz:

Is your mother bold?

Does your father wear a hat at home?

Have you got gray hair?

Has your cousin got brown eyes?

Does your best friend wear pig tails?

2. Make sentences with these words. Remember, when a noun is something we can count (1, 2, 3, etc.) and it is singular we must use the determiner a or an before it. Example: Jennifer/round/pink/face = Jennifer has got a round and pink face.

My dog/ long, tail.

I/ tall/ thin.

My best friend/ earrings.

Old/ man/ gray/long/beard.

The boy/long, legs.

Today we started a new unit. In this unit we learn to describe people. 

In order to describe people we use adjectives with the verb to be.
We studied the following adjectives: tall, short, fat, thin, strong, weak, bold, fast, slow, friendly, unfriendly, shy, clever. We can say:

Mary is tall, thin and strong. And she is very friendly.

We also practiced describing some parts of the body. In order to do that we use the verb have got.
To talk about hair we learned:
For colour: blond, brown, red, dark or black.
For shape: straight, wavy, curly.
For length: short, long.
To talk about the shape of the face: round, long.
To talk ab out eyes: brown, black, green, blue, grey.
To talk about our nose: big, small, long.

We can say:
Mary has got a round face, long curly brown hair and blue eyes. 

There are other things that are less permanent and we can use the verb wear to talk about them:
glasses, earrings, a mustache, a beard, long side burns,a pony tail, pig tails, braids, a cap.

We can say::
Mary wears glasses and a pony tail.

When we describe a person we use all the three verbs. Example:

Mary is tall, thin and strong. She has got a round face, long curly brown hair and blue eyes and she wears glasses and a pony tail. She is very friendly.

In our class students listened to a recording about 6 different people and had to identify their pictures. Then they talked about each one of those people.
Finally, we played a board game to review the Present Simple and the Present Continuous.

Homework
Describe these 2 people: you can give them your own names:

This time I am not going to forget about you.

Yesterday was our last lesson on the Present Continuous. You have certaintly had the chance to practice it so I hope you don´t forget it in quite a while.

Yesterday, after our usual rounds of questions students were given a picture and asked to work with a partner. The pictures were similar but had some differences. In order to find out what their  partner´s picture was like sutdents had to ask questions like:
Is a man playing the piano in your picture?
or
Are two men talking in your picture?

Later students were told how to describe a picture: we start talking about the general picture and then we talk about the particular, we get into detail.
For example, in these pictures we could say:

In the back of the picture there is a man playing the piano and a woman singing. In the front part four people are sitting at a table. ( Then we can say what each one of those people are doing and finally what we see on the table).

The reason why we do this is because in this way the person who is listening to you can imagine the picture in his/her mind easily.

Each student then explained part of their picture aloud. We followed the order mentioned above.

Next, students listened to a recording: questions in the present continuosus. Some of them starting with Where, some with What, some with Who. After listening they ask each other the same type of questions about some pictures and answer them. We also listened to a short conversation. Students read it and role played it. Great Job, kiddos.
Last we played a board game. We played for quite a while but nobody wan. The purpose of the game was to practice both the Present Continuous and the Present Simple. Depending on what the box said students had to make a sentence with one or the other.
Example: if the words in the box said phone/ring/right now, then students had to say: The phone is ringing right now.
If it said take a shower/every day, then students had to say: I take a shower every day.

Homework
Do this exercise. Then, write all the sentences on a piece of paper.

But we continue practicing the Present Continuous. All the students could talk about actions in general, because we had been learning for a long time, so this time some new specific actions were introduced:
House chores: sweep the floor, mop the floor, vacuum the floor, make the bed, tidy up, set the table, do the laundry, fold the clothes, iron the clothes, wash up, cook, wash the windows, cut the grass, dust the furniture. 

Students  acted out those actions. The other students had to guess what they were doing. We used this activity to practice asking questions in the present continuous. How do we ask a question in the present continuous? Very easy: we change the order of the words. Instead of saying:

He is sweeping the floor.

we put is first and say:

Is he sweeping the floor?

or are first:

Are Simon and Mary washing up the dishes?

Next students wrote some sentences in the present continuous. The had to write what the people in the pictures were doing.

We did some exercises in the book. There were pictures of different rooms and somebody in the family was doing something in each one. Students had to ask each other: What's Mary doing in the living room? and give an answer: she is playing a game. Next, they asked things like: Is Mary eating a sandwich in the living room? and answer: No, she isn't, she is playing a game.
After that students drew schematic pictures of the rooms in their homes. In each one they placed a member of their family doing something. Finally they exchanged notebooks with a partner and worked with them, asking each other questions about their pictures.
Homework
It is Monday, it's 8:00 o.c. in the evening. What's each member of your family doing and in which room are they? Example: My sister is doing her homework in her bedroom or My mother is writing an email in the living room.