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UIMP - English Immersion Course

General I2 - Student book

ContentsI2 UIMP - English Immersion Course

Photo credits: public domain, morguefile, www.wikipedia.com, or Berlitz Corporation unless otherwise noted. Copyright © 2015 Berlitz Corporation All rights reserved. No part of this proposal may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without permission in writing from the Publisher. English Immersion course - UIMP Developed by Ailice Watson and Simon Williamson

For use exclusively with Berlitz classroom instruction

I2 UIMP - English Immersion Course

English Immersion Course

Introduction:

Preface:

This course has been designed for students taking part in the Universidad Internacional Men- dendez Pelayo who wish to focus on those abilities which will allow them to develop oral skills while discussing a number of topics relevant to modern day life and at the same time helping them for the professional and practical situations they may encounter in the future.

The methodology employed is that of an interactive and practical approach to learning where they will be called upon to use the new language from the very beginning.

Each chapter focuses on a certain topic which is relevant to all students and incorporates activi- ties such as debates, role-plays, discussions, interview practice, meeting practice and present- ing throughout.

1.2 Presentations

Chapter 1.2 Presentations

Activity 1 - What do we need to do?

• Convey emotion
• Reinforce relationships between people
• Give feedback

Chapter 1.2 Presentations

UIMP - English Immersion Course

Overview

Topics

What makes a good presentation Choosing a topic Presentation body language Structure of a presentation Audience rapport Nerves

Objectives

Discuss the qualities of a good presentation Focus on the importance of body language Discuss what makes a good presentation topic Practise creative fluency Discuss the structure of a presentation Practise making attention grabbers Deliver a practice presentation and assess presentations by your peers Look at ways of reducing presentation nerves

Grammar/Vocabulary

Presentation language

You probably already have an idea of what a good presentation should be like so let’s make the most of your knowledge and you can help each other. Work with a partner and come up with 5 tips for giving a fantastic presentation. You can look at everything from body language to vocabulary but please be specific! We’ll help you with the first tip…PREPARE!!! Share your tips with the rest of the group.

What is a presentation? When was the last time you gave a presentation? What went well? What didn’t go quite so well? How did you feel before and after?

What are some differences between the presentations you have seen and done in the past and the presentations that you will do on this course?

Chapter 1.2 Presentations

Activity 2 - Body Language

Good public speaking isn’t only about the speaking. Non-verbal communication also plays a big part in the way we relate to the audience and the way that they, in turn, relate to us. Non-verbal communication can help us to:

Which of the above is shown in the example below? You ask someone if they’re OK. They respond with, ‘yeah, fine thanks’ but their head and shoulders are slumped and they’re not smiling. You know that they’re not OK despite their choice of words. Can you think of any more examples of non-verbal communication? Now let’s see if you really know what you’re talking about.

Take it in turns to stand up and introduce yourselves but try to use the worst presentation body language you can think of. This should be an example of what not to do.

• Regulate the flow of communication
• Reinforce or modify what we say with our words

Chapter 1.2 Presentations

Activity 3 - Fluency Challenge

Chapter 1.2 Presentations

Activity 3 - Fluency Challenge continued...

In the first 2 activities, you have shown us that you know what you should and shouldn’t do when giving a presentation. It’s simple enough right? The only thing is, on this course, you have to remember all of that and do it in English. The focus of your presentation is communication. We want you to communicate an idea in English. You won’t be punished if the grammar isn’t perfect. Nobody will hate you if the vocabulary isn’t pronounced correctly. You will be forgiven for being nervous. The only real problem will be if you don’t speak so let’s practise. A good imagination will help you here.

1.2 Presentations 1.2 Presentations

Work in pairs – close your eyes – when you open your eyes, your partner will be showing you one of the photos from this page or the one opposite. Try to talk about the photo for 1 minute. You can say anything you like just try not to stop talking until your teacher stops you.

For the next challenge everybody should take 5 small pieces of paper and write a different noun on each one.

Don’t use people’s names unless they are celebrities. Here is an example of 5 possible nouns: Rabbit, apple, socks, Barack Obama, Mexico

Put all of the papers face down in a pile in the middle of the table and take it in turns to select 2 and tell stories that con- nect them. Each story should last 1 minute.

Chapter 1.2 Presentations

Activity 7 - Useful Language

Chapter 1.2 Presentations

Activity 8 - Attention Grabbers

1.2 presentations 1.2 presentations

• Good morning and thank you for coming to my presenta- tion...
• Hello everyone, as you know my name is…
• Good morning ladies and gentlemen. Allow me to introduce myself…
• Hello, it’s great to see you here today. As I’m sure you re- member, my name is… - I’m here to explain… - I’d like to start/begin by... - Let’s begin by... - I’ve chosen this topic because…
• Firstly...secondly...thirdly...lastly...
• First of all...then...next...after that...finally...
• To start with…now…last but not least…
• Let’s move on now...
• So, moving on...
• If we can turn to the next...
• Let’s go onto the next...
• Moving forwards/ahead...’
• What I mean is…
• Where does that lead us?
• Let’s consider this in more detail...
• What does this mean for…?
  • However…nevertheless…although
  • On the one hand…on the other hand
• For example/ For instance/ Such as
• A good example of this is…
  • To conclude/ In conclusion/ To sum up
  • Right, let’s sum up, shall we?
  • Finally, let me remind you…

Welcoming the audience and introducing

Transitioning

Ordering

Giving examples

Analysing a point

Concluding

Introducing the subject

Contrasting ideas

Attention grabbers are an essential part of a good introduction. They help the audience to engage with the subject and they can help the speaker to build a good rapport with the audience. Look at the ideas below and think about how and why they could be effective. Which ones appeal to you more as an audience member?

Tell a joke

Play a game

Tell a story

Present a statistic

Show a picture or diagram

Make a statement

Let’s focus on the idea of a game. How can you play a game in your introduction? It’s not an easy thing to do but it’s possible and this section will show you how. You will need to consider the following: Does the game need a lot of preparation? Will it give energy to your presentation? Will the instructions be simple and easy to understand? Is it relevant to your topic? Will the audience be able to do it? Will it make people smile? The answer to all but the first question should be YES!

So what can we play? Well, the list could be endless depending on your imagination but here are some

basic ideas that you can use to practise now.

Taboo – speaker describes something for the audience to guess

Charades – speaker acts something out for the audience to guess

Matching – audience makes pairs eg. Pictures and words, cities and monuments etc.

Pictionary – speaker prepares pictures for audience to guess

A quiz – 3 multiple choice questions

A puzzle – pictures cut into 6 pieces. Audience makes the puzzle to guess the image

A competition – could be any of the above with the added element of competing to give the answer. A

good way of doing this is grabbing the pen. The speaker puts a pen in the centre of the table. The first

student to grab the pen can give the answer.

Working in pairs, choose one of the following topics and prepare one of the above games to play with the other group. Top Tip: Pay special attention to the instructions. It’s very important that the audience understands what they need to do and when they need to do it.

Sports Movies Music Food Animals Travel

Chapter 1.2 Presentations

Activity 9 - Getting Rid of those Nerves

Chapter 1.2 Presentations

Activity 10 - Practice Presentations

1.2 presentations 1.2 presentations

Unfortunately there is no magic answer to this old problem. Everybody reacts differently and different things help dif- ferent people. Here are some common tips for reducing nervousness.

Hopefully, during this course you’ll do so many things together that by Friday, you won’t feel nervous any- more. As a start, why not try the activities below?

Activity 1 - Work with a partner, look into each other’s eyes and start talking while maintaining eye contact. This should not be a conversation; you should both be talking at the same time. The first person to laugh or stop talking is the loser.

Activity 2 - As a whole group you should all start talk- ing at the same time. After a minimum of 10 seconds, one of you should stop talking and the others should try to stop at the same time. The idea is that you’re speaking and paying attention to the others at the same time. The student that stops speaking first is just whoever stops first, it is not decided beforehand. Can you all manage to stop at the same time? You have 3 attempts.

Know your topic

Breathe deeply

Imagine the audience naked (only joking). Practice

Get enough sleep the night before

Don’t expect per- fection

Be well-pre- pared

Stay Hydrated

Work in pairs and brainstorm some possible presentation topics. When you have your list, choose one topic each and prepare a short, individual presentation about your topic. Don’t worry about the facts for this activity, you don’t have long to prepare so you can invent any statistics or details that you need. Try to take into account the different things that have been covered in this chapter.

Stand up and give your presentation. It shouldn’t be longer than about 2 minutes.

Feedback - This is your opportunity to see what your peers do well and what they need to work on. This activity will serve as a guide for things you can focus on in preparation for Friday. Complete the table below for each of your classmates. Don’t be too hard on each other.

Name What went well^ What could be improved

Homework - Everybody needs to choose three possible topics for their presentations on Friday. Your teacher will discuss these topics with you in the next lesson and help you to decide which is the best choice.

Give some thought as to why you want to choose each topic and what could be interesting for the audience.

Chapter 1.3 English 101

Activity 2 - Easy for you to say

Chapter 1.3 English 101

Activity 3 - The English Quiz

1.3 English 101 1.3 English 101

Sitting down for too long can get boring so it’s time for you to move around a bit. We’re going to test your pronunciation, memory and speed with these short running dictations. You’ll need to work in groups of 2 or 3. One person from each group should take their notepad and pen and sit in a corner of the room while the others should go to the opposite side of the room where the teacher will put one of the paragraphs. You need to read, remember, run and repeat. The person with the pen and paper must copy everything their partners tell them, even if it sounds strange. You can make as many return trips as necessary but you can’t spell or explain any of the words, it must all be done with your pronunciation. Exaggerate where necessary. The winning team is the team that finishes first but you will lose 1 point for every mistake made.

1.Her hair is long on her head and his hair is short but his heart is good and feels full of life. The air we breathe helps us live our lives and life is hard but I hear good things come to those who wait.

2. A bird was drinking beer with bread when he saw a man with a great big beard. Is that beer asked the man? It is said the bird. Would you like some? But then a bear came and drank the beer.
   3. They say she sells sea shells but she says the shells aren’t sea shells and she doesn’t sell them. She says she sells sheets to cover seats. So why do people say she sells shells? The seat sheets are better anyway.
   4. The sheep bit the fit farmer on the foot so the fit farmer beat the sheep but not on the feet. His wife wanted to eat the sheep so she bit it and hurt her tooth. The farmer didn’t want to eat it and hurt his teeth.
3. The best vet works on a boat in the very wet river. She wears a velvet vest and eats very berry ice cream in her bed. She doesn’t vote on the boat but she bets with other vets over who will be the best.
4. Their mum does many things. She relaxes on beaches and catches fish. She watches them play volleyball and kisses their heads. She washes dishes and makes the beds and she man- ages 100 employees.

Get into two teams to answer the following questions about the English language:

1. True or false; 11% of the English language is just the letter e.
2. How many different spellings of the sound; “ee” /i/ can you find in the following sentence? “He believed Caesar could see people seizing the seas.”
3. True or false; ‘Pronunciation’ is one of the most mispronounced word in the English language.
4. Approximately how many new words are added to the English dictionary every year? a. 4 b. 40 c. 400 d. 4000
5. How many countries have English as the official language?
6. What percentage of the population of the world speaks at least a little English?
7. What percentage of the information stored on computers worldwide is in English? a. 20% b. 40% c. 60% d. 80% e. 100%
8. In which year was the word ‘selfie’ added to the dictionary?
9. The word ‘set’ has the most definitions of any other English word. Can you think of 3?
10. 90% of English text is composed of how many words? a. 1000 b. 5000 c. 10,000 d. 50,

10-1000 9-… 8-2013 7-80% 6-25% 5-Around 65 4-4000 3-True 2-7 1-True

Chapter 1.3 English 101

Activity 4 - What a mix up

As a non-native speaker, it is very easy to confuse certain sounds in English. In this activity we’re going to look at the ‘Y’ like in ‘you’ and the ‘J’ like in ‘juice’. Go around the room and practice saying these words with your teacher.

Practise this by screwing up a piece of paper and throwing it to each other in pairs. Each time you catch the paper, you have to say the next word in the list. If you hesitate, drop the paper or make a mistake, you lose a life. Everyone starts with 3 lives.

Yoghurt Yoga Yoyo Yeti Yellow Young Yet

Jacket Jogging Junk Juice Jet Jug Jellyfish

Chapter 1.3 English 101

Activity 5 - The Phone Game

Chapter 1.3 English 101

Activity 6 - English is barking mad

1.3 English 101 1.3 English 101

This next activity is a great way to practise pronunciation and numbers. The example given here is the really tricky version with vowel sounds but you can choose your own to put in the blank phone as long as they are in pairs. It could be a good way to sort out your B/V sounds if you choose words with those letters; bed and vet work well, or best and vest.

How to play - Secretly write down three 5 figure numbers (or your telephone number if you are feeling generous). Now work with a partner and read them the words that correspond with the numbers you have written. Your partner should listen to the words and write down the corresponding numbers. Repeat it twice and check to see if you both have the same num- bers written down.

Example: If I have the numbers 1,2,3,4,5 on my paper, I will say; pit, pet, pat, pot, put and (hopefully) my partner will write; 1,2,3,4,5.

Pit Pet Pat

Pot Put Putt

Pout Part Pete

Port

Your numbers Your partner’s numbers

Here is a short story. Read it together and underline the phrasal verbs.

The boys were starving and they couldn’t wait to pig out on their mum’s delicious cooking, she was always beavering away in the kitchen and the results were usually spectacular. Walk- ing into the kitchen the boys were greeted with the smell of a roast dinner and they asked their mum if there would be anything for dessert. She said she was sure she had something squirrelled away and then started rabbiting on about their homework. Their mum always tried to ferret out the truth about their homework but they just clammed up and talked about some- thing else. Eventually they all sat up at the ta- ble and started to wolf down the delicious roast dinner. When they had finished, the boys bet that they could eat the entire dessert too but in the end they chickened out. They were too full.

Chicken out

Rabbit on

Squirrel away

Clam up

Ferret out

Wolf down

Pig out

Beaver away

Did you find all of the phrasal verbs? What do they all have in common? Don’t worry of you didn’t understand everything in the story, these are some seriously strange phrasal verbs. Look at the story again and see if you can guess the meanings based on the context. Your teacher will tell you if you are correct.

Chapter 1.3 English 101

Activity 7 - Help!

Once you know all of the meanings, try to retell the story in your own words. Now for the tricky part, you have 5 minutes to write your own story using the phrasal verbs. Work in small groups with one person writing. The challenge is to use as many of the phrasal verbs as you can but be careful, your story has to make sense! If you use 3 of the phrasal verbs you’re doing very well.

Now for the silly part - just to make sure you remember all the definitions - choose 3 each and act them out for your partner to guess.

On a piece of paper, write down one area of English that is difficult for you. Take turns reading out the problems and giving each other sug- gestions for how to overcome them.

• I don’t think I paid enough attention in maths.
• John used to play truent a lot, that’s why he failed his exams.
• He was never picked for the cricket team cause he refused to catch the ball.
• The teacher used to hit the kids when they were naughty.
• I always wanted to be a doctor, but I ended up studying economics.
• I didn’t have many friends at school, I was a bit shy and withdrawn.
• I hated history, it was so boring.
• Arnold was always the laughing stock at school, he used to wear the oddest jumpers

Chapter 2.1 Education

Activity 3 - The qualifications quiz

You are about to reach for the top... with the qualifications quiz. Divide the class into two groups. The objective being the first group to reach the top of the tree. You will have a question for each level. If you get it wrong, you’ll need to stop and the other team has their go. The questions should be read out by the a member of the opposite team.

Chapter 2.1 Education

Activity 4 - Grammar Check

Should’ve, could’ve, might’ve, must’ve, can’t have

• I should have studied more when I was at school.
• I could have worked a bit harder.
• My teacher might have been from New York, I think he was American.
• He must have retired by now, he was pretty old when I was at school.
• My history teacher can’t have been very good, I don’t remember any- thing!

1: What do we call the stage of education from 5 to 11 years? a) Principal b) Beginner c) Primary d) Secondary

1: At what age do children normally begin 6th form in the UK? a) 14/15 b) 16/ c) 17/18 d) 18/

3: How many years is a standard degree (English, Geography, History etc.) in the UK? a) 2 b) 3

4: Which of the following is not a post-grad- uate course? a) MSc b) PhD c) MLitt d) BBA

3: What is the oppisite of post-grad? a) under-grad b) below-grad c) pre-grad d) sub-grad

4: In ‘A’ level - what does the A stand for? a) Actual b) Advanced c) Arts d) Academic

5: At what age do students in the UK nor- mally take their G.C.S.E exams? a) 13 b) 18 c) 16 d) 14

5: What is the second year in highschool also called in the USA? a) Freshman b) Junior c) Sophomore d) Senior

6: What does the ‘D’ stand for in GED in US education for high school leavers? a) Doctorate b) Development c) Dunce d) Diploma

6: What does the ‘V’ stand for in NVQ in UK higher education? a) Victorian b) Vocational c) Variety d) Varsity

7: Which of the following is NOT one of the correct words from GCSE? a) General b) Certificate c) Standard d) Education

7: Which of the following is NOT one of the correct words from BTEC? a) Business b) Technology c) Education d) Certificate

2: Which of the following is not a degree course? a) BA b) BEng c) BET d) BSc

2: Which is the odd one out? a) Kindergarten b) Nursery c) Primary d) Playschool

Team 1 - 1.c, 2.c, 3.b, 4.d, 5.c, 6.b, 7.c.

Team 2 - 1.b, 2.c, 3.a, 4.b, 5.c, 6.d, 7.d.

Team 1 Team 2

W I N N E R

Verbal tennis You are going to see some phrases concerning things that happened in the past. You must make a comment or give an answer related to that phrase using the past modals. Each of you will have to give an answer to each phrase... with- out repeating what your class mate has just said. e.g. - ‘I used to hate school dinners’ S1 - You could have taken a packed lunch! S2 - You should have coated everything with ketchup S3 - The cooks mustn’t have been very good

Your turn: You are now going to do the same, but competing against your classmates. Student 1 will come up with a phrase, then Student 2 must reply using a past modal. S2 then comes up with the phrase and S1 has to reply using the past modal.. until someone makes a mistake!

2.1 Education 2.1 Education

Modal verbs in the past can be used for many things such as expressing regret or criti- cism over past events or for making deductions based on evidence. Can you figure out the functions of the modal verbs in the example sentences?

Chapter 2.1 Education

Activity 5 - The pros and cons of Uni

Is a University eduction essential nowadays? Did you ever consider not going to University? Close your books and brainstorm some of the reasons why people don’t study at University. When you have fin- ished, see if you came up with all of the ideas on the list below.

Family reasons. In the UK at least, it is very common for students to study at Universities which are in other parts of the country. Some students may not wish to be so far from their families or partners and, having no nearby options, they decide not to go at all. In other cases, family reasons such as having to look after a parent or child, may mean making a sacrifice and thus missing out on further studies. Being uncertain. If a student hasn’t made their mind up about what career they’re going to persue, then perhaps they feel going to University and spending a lot of time and energy on something they might never use, or drop after one year, isn’t really a great idea. Wanting to earn. A lot of people, when they get to University age, are perhaps a little burnt out from studying, or are sick of relying on an allowance from their parents, and want to start making money of their own. There are many examples of people who could easily have found a place on a course at a uni of their choice, but decided not to. Not thinking it’s worth it. Looking at the amount of graduates that are out of jobs today may make people think twice when it comes to choosing to go or not. Other ‘non’ university paths are available, such as studying a profes- sion, or starting your own business... and for quite a lot of people (many famous people included), this hasn’t been such a bad idea. Results. Although it’s last on our list, one big reason for people not going to university are their academic results. Different courses and different universities have certain entry requirements, and if the person doesn’t have the required results for the courses they want, they will either have to choose a different path, or a course which they don’t want to do.

X

Financial reasons: Perhaps some families don’t have the economic means to send their children to University, or per- haps the students themselves don’t want to begin their working lives with a mountain of debt piled on their shoulders.

Imagine you are working on a ‘help line’ for A-level stu- dents who have just taken their exams or are just about to take their exams. One of your will play the role of a student with doubts about their future, the other the role of the help centre worker. Let the student explain their doubts and concerns, then give them advice on what they can do.

2.1 Education 2.1 Education

Chapter 2.1 Education

Activity 6 - A different way of doing things

Most European countries follow a similar framework with their education systems and it is fair to say, the level of education is generally very good. One country that stands out in particular however, is Finland. Finland consistently scores very highly in international league tables and is recognised as having one of the best education systems in Europe, if not the world, but what makes them so special?

Look at the following statements abut the Finnish education system and decide if you think they are true or false.

1. Children start school aged 5.

2. There is only one mandatory standardized test in Finland, taken when children are 16.

3. Students are not given much homework.

4. An average student gets 60 minutes of break time per day.

5. Finnish teachers are as respected as doctor or lawyers.

6. There are a lot of private schools in Finland.

7. Teachers only spend 4 hours per day in the classroom.

8. Teachers are selected from the top 20% of graduates.

9. Creative subjects are as important as science and maths.

10. Science classes are kept small so that students can do practical experiments.

1. False (7), 2. True, 3. True. 4. False (75 mins), 5. True, 6. False (none), 7. True, 8. False (top 10%), 9.

What do you think? Was any of that information surprising? How is the Finnish education system different to the Spanish education system? What do you think is the most important difference?

Chapter 2.1 Education

Activity 7 - Homework - The great debate

Have any of you ever been to Finland? What do you know about the country? What do you know about their education

Did you have to do a lot of homework when you were at school? Did teachers punish students for not doing their homework? Debate: Divide the class into two teams. One team is going to argue in favour of giving students homework, the other team will be against. Your teacher will make notes on language mistakes and correct them at the end.

Chapter 2.2 Sport

UIMP - English Immersion Course

Overview

Topics

Unusual sports Making rules Top 5s Commentating Inventing sports Gender and sport

Objectives

Make rules for unusual sports Discuss the most popular sportspeople and events Describe sporting events Practise commentating a classroom game Guess the sport Invent and play new sports Discuss the role of gender within sport

Grammar/Vocabulary

Adverbs Sport phrasal verbs

2.2 Sport

Chapter 2.2 Sport

Activity 1 - Is that a sport?

Do you do any sports? Have you ever tried an unusual sport? Work with a partner and read the following list of unusual sports and hobbies. Which ones do you think really exist?

Dog dancing – A competitive sport held mostly in the UK, USA and Japan. It is a combination of obedi- ence training, tricks and choreography.

Cheese rolling – This is an English tradition where people push a wheel of cheese down a hill and then chase it and try to catch it.

Wife carrying – A sport that originated in Finland. Contestants carry their wives on their backs over an ob- stacle course. The winner wins the wife’s weight in beer.

Buzkashi – This is a Central Asian sport in which horse-mounted players attempt to drag a goat or calf carcass toward a goal.

Camel wrestling – This sport originated in Turkey but is also held in other parts of Asia. It involves 2 male camels wrestling for the attention of a female.

Extreme ironing - This is an international sport that consists of ironing clothing in different, usually extreme, situations like while rock climbing, surfing, or kayaking.

Beard and moustache growing – This is a hobby that involves the growing and styling of facial hair. An international competition is held in Europe every year.

Did you guess correctly? All of them are currently practised in the world today. Your task is to choose one of the sports and invent 5 rules for participants. Be creative! Homework – research the sport and find out the real rules!

Chapter 2.2 Sport

Activity 2 - Top 5

Let’s see what you think and what you know about the world of sport. Work in pairs and make three ‘top 5’ lists for the fol- lowing categories. When you have finished, compare and defend your decisions.

Top 5 sportspeople Top 5 sporting events Top 5 sporting nations

Chapter 2.2 Sport

Activity 3 - Vocabulary

Chapter 2.2 Sport

Activity 5 - Grammar - Adverbs

2.2 Sport 2.2 Sport

Here are some phrasal verbs that can be useful when talking about sport. See if there are any that you already know. For the ones that you don’t know, working in small groups, divide the phrasal verbs between you, find out the meanings and teach them to the other group. Make sure you give examples.

fall behind

live up to

rain off

look up to

Challenge – Copy the bull’s eye onto the white- board, write the phrasal verbs down next to it and make a paper aeroplane. Take turns to throw the airplane and work your way down the list of phrasal verbs making affirmatives, nega- tives and interrogatives. Each student has one throw per turn and must use their phrasal verb as determined by their throw. If the student is correct, they win the points that correspond with where their aeroplane hit. If they are wrong, they lose 1 point. If the plane doesn’t hit the board, the student can make any sentence they like with the phrasal verb but they can only win 1

take up

give up

drop out

warm up

work out

build up

to bulk up

• -? -

5

10

20

10

5

Chapter 2.2 Sport

Activity 4 - Think fast

This next activity is a bit more competi- tive. One person should say a sport and the next person must reply with a word that is related to that sport, con- tinue until someone can’t say a word. The last person to say a word gets the point and chooses the next sport. An example could be: skydiving – aeroplane – risky – para- chute – fly…. etc

We can use adverbs for many different things in English but in this section we’re going to focus on three areas.

Adverbs of manner – these are the adverbs that show how we do things e.g. ‘My team played really well at the weekend’ or ‘the commentator spoke very quickly during the match.’

Adverbs of degree – these are the adverbs that modify adjectives or that show how much something is done. e.g. ‘The players were extremely nervous.’ ‘He was pretty tired after the game.’

Comment adverbs – these are the adverbs that give the speaker’s opinion. E.g. ‘Lucki- ly, they managed to beat the other team.’ ‘Apparently his wife can beat him in a match.’

Look at the following list of adverbs and decide which type you think they are. If you’re not sure of the meaning, check with your teacher.

Stupidly Completely Gently Cautiously Surprisingly Totally

Powerfully Incredibly Undoubtedly Honestly Really Luckily

Sadly Unbelievably Fairly Perfectly Beautifully Deliberately

Now work in pairs and imagine that you have both watched the same sporting event, it could be anything from football to curling. Have a con- versation about your sporting event and try to include as many of the adverbs as you can. It doesn’t have to be a sensible conversation as long as you use the adverbs correctly. E.g. ‘Did you see the game yester- day? They played so powerfully.’ ‘Yes I did but I thought the effort was totally useless this late in the season. ‘

Chapter 2.3 Going Places

UIMP - English Immersion Course

Overview

Topics

Travel survey Benefits of Spain Preparing for a trip Choosing accommodation Budgets Alcohol Describing landmarks

Objectives

Interview each other about travel experiences Make a promotional advert for Spain Role-play how to prepare for a trip Debate accommodation options Plan a trip to a budget Learn some facts about alcohol Describe famous landmarks

Grammar/Vocabulary

Wish/If only Travel vocabulary Bar vocabulary

2.3 Going Places

Chapter 2.3 Going Places

Activity 1 - Travel Survey

Do you and your partner have anything in common? What is your idea of the perfect trip?

1. Which parts of Spain have you visited?

Ask and answer the following questions with your partner. Try to be as fluent as possible.

_2. What is your favourite part of Spain?

3. Have you travelled outside of Spain? If so, where? 4. Where would you like to go next?
4. How do you prepare before you go away? 6. Do you pack in advance or rush it the night before?
5. Think of 3 advantages of planning a trip well.
6. Which websites do you use for looking for flights?
7. Do you think travelling is important?
8. Would you consider living in a foreign country? If so, which one? Why?
9. Are you good at travelling light?
10. Have you ever been anywhere that you wouldn’t recommend?
11. Which destination do you think everyone should visit at least once? It could be in Spain or abroad.
12. Think of 3 advantages of NOT planning a trip at all.
13. What do you think would be good about travelling alone?_

Chapter 2.3 Going Places

Activity 2 - Grammar - Wish/If only

Chapter 2.3 Going Places

Activity 2 - Grammar - Wish/If only cont’d...

2.3 Going Places 2.3 Going Places

Wish and if only are both used to talk about regret. We can use them with different structures to refer to past or present regrets. Look at the following sentences and decide if they are past or present regrets.

• I wish it would stop raining.
• If only we hadn’t spent so much money.
• If only we had another car.
• I wish we had bought the black sofa.
• If only he would stop smoking.
• I wish I were taller.

Now match the structures with their functions. 1- Wish/if only + past simple A- Past regret 2- Wish/if only + would B- Present regret 3- Wish/if only + past perfect C- Present regret about something we would like to change but can’t.

Now I’m sure you all wish you could practise this with a game… Ask your teacher if you can borrow a euro. Flip the coin and move on the board. (One side one space, the other side two spaces.) If you complete the sentence in your square correctly, you can stay there. If not, you go back to where you were.

Start

I wish I was…

If only my parents would….

I wish my friend hadn’t…

I wish I could…

I wish I had…

If only Jus- tin Bieber wouldn’t….

I wish the government

hadn’t… 11

I wish people wouldn’t….

If only we could….

If only the world was….

I wish my teacher would…

Winner

If only I hadn’t

Action cards - Make a photocopy of this page and cut out the following cards the place them face down in a pile at the front of the class. Students work in two teams. One student from each team runs to the front, takes a card and races to act out the sentence on their card for their team to guess. As soon as the team guesses, they win the card and the next person in their team goes to the front. The other team must continue with the first card until the team guesses. The team with the most cards after 5 minutes wins.

I wish I could play the saxophone.

I wish I were taller. I wish I had more I wish I could cook. I wish I could fly. money.

I wish I had a horse.

I wish people wouldn’t spit in the street.

I wish people would recycle.

I wish people would read more.

I wish people wouldn’t talk in the cinema.

I wish people wouldn’t smoke.

I wish people would stop fighting.

I wish I hadn’t sto- len your bag

I wish I hadn’t punched my teacher.

I wish I had done my homework.

I wish I hadn’t got drunk last night.

I wish I hadn’t lost my phone.

I wish I had eaten more breakfast this morning.

A lot of young people are leaving Spain these days in order to find work abroad. This phenomenon is called ‘Brain Drain’. Do you think this is a good thing? Had you heard this expression before? What are the benefits of living in another country long or short term? What will happen if too many young Spanish people leave? Imagine you are part of a government campaign to attract young foreign people to come and live in Spain. How would you attract them? What top tips can you give to help people to fall in love with Spain enough to want to live here? Forget the crisis for a moment and focus on the positives. With a partner, come up with a 2 minute ‘promotional video’ to show the best of Spain. You can be as cheesy as you like but remember, the idea is to attract people! Would you recommend partying on the Islands? Horse riding in Andalucía? Hiking in the Sierra Nevada? Is it important to talk to the locals? Which is the friendliest region of Spain? What should they eat in each city? Where are the best places to live?

Chapter 2.3 Going Places

Activity 3 - Home is where the heart is