PATRICK and JOHN - FCE SCHOOLS

Hi Students,


Here are your activities for this week.
We will correct them in a few days:

PATRICK - FCE - Mon/Wed

Hi everybody!

Hope you are all well!

Here are this week's class activities.


FIRST ACTIVITY


Watch this short film then write a short summary to show you have understood it and then give your own opinion about the story. Send me the writing by email:





SECOND ACTIVITY

Do the listening on page 52 of the WORKBOOK.
Here is the audio:




THIRD ACTIVITY

Look at writing activity 8 on page 115 of STUDENTS BOOK.
Follow the instructions and write a REPORT.
You can find an example on page 184 of STUDENTS BOOK.
Send it to me by email when you have finished.

Here are some TIPS:

A report includes the introduction, main body, recommendation. 

 

Before writing 

You have to make your writing plan. Spend around 5 minutes to make your plan which consists of an introduction, main body and recommendation.

 

Title

Choose a fact so that the person who reads it will get the information about report. 

 

Introduction 

– Don’t begin and end your report with Dear Sir/Madam, like a letter.

– Do say how you collected the information

 

Main body

– Do use headings because this makes it easier for the reader to find the main information.

– Do include two or three points under each heading. Make sure all your points fit with the headings.

– Do use a range oft specific vocabulary or set phrases (e.g. some thought this was a good idea… /other students said they preferred…)

– Don’t use lots of adjectives and dramatic language as you do in a story. A report gives factual information. 

– Don’t include irrelevant details or description. 

 

Recommendations

– Do use formal language

– Do express opinions impersonally. Don’t express recommendations or opinions until the conclusion. 

– Check your tense forms, the spelling, singular/plurals

—————————————————————————

Useful language

You have to make sure that your language is formal. 

 

Introduction

– The aim of this report is to…

– This report is intended to…

 

Reporting results

– Most people seem to feel that…

– Several people said/told me/suggested/thought that…

 

Presenting a list

– The gave/suggested the following reasons:

– They made the following points: 1… 2 …

 

Making recommendations

– I would therefore recommend (that we expand the library/installing a new coffee machine)

– It would seem that (banning mobile phones) is the best idea.

PATRICK - C2 - Proficiency

Hi Students,

Hope you are all well!

Here are the activities for this week.


FIRST ACTIVITY

Read this article recently published on the Aeon website.
Find words or expressions with the following meanings:

1 - infamous -
2 - good will -
3 - very obvious - 
4 - diminished - 
5 - badly damaged - 
6 - preachers -
7 - probably -
8 - motivated -
9 - lack of vision - 
10 - flourishing - 
11 - consequence - 
12 - imperfection -
13 - conclude - 
14 - criticise - 


Private gain must no longer be allowed to elbow out the public good

Adam Smith had an elegant idea when addressing the notorious difficulty that humans face in trying to be smart, efficient and moral. In The Wealth of Nations (1776), he maintained that the baker bakes bread not out of benevolence, but out of self-interest. No doubt, public benefits can result when people pursue what comes easiest: self-interest.
And yet: the logic of private interest – the notion that we should just ‘let the market handle it’ – has serious limitations. Particularly in the United States, the lack of an effective health and social policy in response to the coronavirus disease (COVID-19) outbreak has brought the contradictions into high relief.
Around the world, the free market rewards competing, positioning and elbowing, so these have become the most desirable qualifications people can have. Empathy, solidarity or concern for the public good are relegated to the family, houses of worship or activism. Meanwhile, the market and private gain don’t account for social stability, health or happiness. As a result, from Cape Town to Washington, the market system has depleted and ravaged the public sphere – public health, public education, public access to a healthy environment – in favour of private gain.
COVID-19 reveals a further irrational component: the people who do essential work – taking care of the sick; picking up our garbage; bringing us food; guaranteeing that we have access to water, electricity and WiFi – are often the very people who earn the least, without benefits or secure contracts. On the other hand, those who often have few identifiably useful skills – the pontificators and chief elbowing officers – continue to be the winners. Think about it: what’s the harm if the executive suites of private equity, corporate law and marketing firms closed down during quarantine? Unless your stock portfolio directly profits from their activities, the answer is likely: none. But it is those people who make millions – sometimes as much in an hour as healthcare workers or delivery personnel make in an entire year.
Simply put, a market system driven by private interests never has protected and never will protect public health, essential kinds of freedom and communal wellbeing.
Many have pointed out the immorality of our system of greed and self-centred gain, its inefficiency, its cruelty, its shortsightedness and its danger to planet and people. But, above all, the logic of self-interest is superficial in that it fails to recognise the obvious: every private accomplishment is possible only on the basis of a thriving commons – a stable society and a healthy environment. How did I become a professor at an elite university? Some wit and hard work, one hopes. But mostly I credit my choice of good parents; being born at the right time and the right place; excellent public schools; fresh air, good food, fabulous friends; lots of people who continuously and reliably provide all the things that I can’t: healthcare, sanitation, electricity, free access to quality information. And, of course, as the scholar Robert H Frank at Cornell University so clearly demonstrated in his 2016 book on the myth of the meritocracy: pure and simple luck.
Commenting on how we track performance in modern economies – counting output not outcome, quantity not quality, prices not possibilities – the US senator Robert F Kennedy said in 1968 that we measure ‘everything, in short, except that which makes life worthwhile’. His larger point: freedom, happiness, resilience – all are premised on a healthy public. They rely on our collective ability to benefit from things such as clean air, free speech, good public education. In short: we all rely on a healthy commons. And yet, the world’s most powerful metric, gross domestic product (GDP), counts none of it.
The term ‘commons’ came into widespread use, and is still studied by most college students today, thanks to an essay by a previously little-known American academic, Garrett Hardin, called ‘The Tragedy of the Commons’ (1968). His basic claim: common property such as public land or waterways will be spoiled if left to the use of individuals motivated by self-interest. One problem with his theory, as he later admitted himself: it was mostly wrong.
Our real problem, instead, might be called ‘the tragedy of the private’. From dust bowls in the 1930s to the escalating climate crisis today, from online misinformation to a failing public health infrastructure, it is the insatiable private that often despoils the common goods necessary for our collective survival and prosperity. Who, in this system based on the private, holds accountable the fossil fuel industry for pushing us to the brink of extinction? What happens to the land and mountaintops and oceans forever ravaged by violent extraction for private gain? What will we do when private wealth has finally destroyed our democracy?
The privately controlled corporate market has, in the precise words of the late economics writer Jonathan Rowe, ‘a fatal character flaw – namely, an incapacity to stop growing. No matter how much it grew yesterday it must continue to do so tomorrow, and then some; or else the machinery will collapse.’
To top off the items we rarely discuss: without massive public assistance, late-stage extractive capitalism, turbocharged by private interest and greed, would long be dead. The narrow kind of macroeconomic thinking currently dominating the halls of government and academia invokes a simpleminded teenager who variously berates and denounces his parents, only to come home, time and again, when he is out of ideas, money or support. Boeing, Goldman Sachs, Bank of America, Exxon – all would be bust without public bailouts and tax breaks and subsidies. Every time the private system works itself into a crisis, public funds bail it out – in the current crisis, to the tune of trillions of dollars. As others have noted, for more than a century, it’s a clever machine that privatises gains and socialises costs.
When private companies are back up and running, they don’t hold themselves accountable to the public who rescued them. As witnessed by activities since the 2008 bailouts at Wells Fargo, American Airlines and AIG, companies that have been rescued often go right back to milking the public.
By focusing on private market exchanges at the expense of the social good, policymakers and economists have taken an idea that is good under clearly defined and very limited circumstances and expanded it into a poisonous and blind ideology. Now is the time to assert the obvious: without a strong public, there can be no private. My health depends on public health. My freedom depends on social freedom. The economy is embedded in a healthy society with functional public services, not the other way around.
This moment of pain and collapse can serve as a wakeup call; a realisation that the public is our greatest good, not the private. Look outside the window to see: without a vibrant and stable public, life can quickly get poor, nasty, brutish and short.

Dirk Philipsen
This article was originally published at Aeon and has been republished under Creative Commons.

https://aeon.co/ideas/private-gain-must-no-longer-be-allowed-to-elbow-out-the-public-good


SECOND ACTIVITY

What do you think about the ideas in the article? Do you agree or disagree?
Reflect on them and this will be the theme in the next ZOOM conversation class.


THIRD ACTIVITY

Do the three word building activities on page 54 of the student's book.
I will post the answers at the end of the week.

FORTH ACTIVITY

Try the C2 vocabulary quiz on this website. There are three parts, each with 20 questions.
Let me know how many you get correct! Have fun and make a note of new words!

https://profesornativogratis.com/cambridge-proficiency-vocabulary-test/

PATRICK - C1

Hi everybody!

Hope you are all well!
It seems we will be able to go out for a walk or to do some sport in a week!

Here are the activities for this week:

ACTIVITY ONE

Watch this short film about a problem a maths teacher has at school.
Write a summary to show you understand and then give you opinion about the film and what happened! Send it to me by email.





ACTIVITY TWO

Do the conditionals exercise on page 67 of the workbook. I will give you the answers at the end of the week.


ACTIVITY THREE

Do the listening in the workbook on page 68 (if you have not done it already).
I will post the answers soon. Here is the audio:




ACTIVITY FOUR

Do the exercises in the student book on pages 124 and 125. Exercises 3, 4, 5 and Vocabulary 1, 2, 3.
I will post answers later this week.

B2 - FIRST FOR SCHOOLS

Hi everybody,

Here are the activities for this week:

ACTIVITY ONE

Reading Unit 10, Students book, page 108 and 109.
Do exercises 3 , 4 and 5.

We will give you the answers in a few days.

ACTIVITY TWO

Listening Unit 10, Students book, page 112 exercise 3.

We will give the answers in a few days.

Here is the audio:





ACTIVITY THREE

We have been revising conditionals this week.
Here are a couple of activities to do:

ACTIVITY FOUR

If you want to do some FCE exam practice go to this link and do the different READING and USE OF ENGLISH tests. They correct automatically. Let us know the results. You can do as many as you want. There are four in total:

https://www.flo-joe.co.uk/fce/students/tests/index.htm

PATRICK - FCE - Monday and Wednesday

Hi Students,

How is everybody?

Here are the activities for this week!


FIRST ACTIVITY


Watch this short film about teaching then write a short summary to show you understand.
What do you think is the message of this story is? What do you think about it?
Send me your writing by email.






SECOND ACTIVITY

Do the listening activity in Unit 9 on page 113 of the student's book.
I will post the answers here in a few days. Here is the audio:





THIRD ACTIVITY

Read the text about volcanoes on page 106 and do the reading multiple choice exercises
on page 107.

I will post the answers in a few days.


FORTH ACTIVITY

Do the first two Reading and Multiple Choice Exercises online here.
They correct automatically, when you have the results let me know how you did by email:

https://www.flo-joe.co.uk/fce/students/tests/index.htm

PATRICK - C1 ADVANCED

Hi Students,

Hope you are all well! I'm sure the Easter break has been very different this year!
Here are the class activities for this week:


FIRST ACTIVITY

Watch this short film and then write a summary in your own words to show you have understood it.
What did you think of the story? What impression did it make on you?







SECOND ACTIVITY

Do this progress test 3 for units 7 - 9.
Try to do it without looking at the book or a dictionary.
I will post the answers here soon:

THIRD ACTIVITY


Do the listening in the student's book on page 122.
I will post the answers at the end of the week:

PATRICK - PROFICIENCY - Monday and Wednesday

Hi Students;

How are things?

Hope you are all well. Here are the class activities for this week.
Don't forget, you can ask me any questions via email or in the WhatsApp group.


ACTIVITY ONE


On page 48 of the Student's book there is a listening activity (exercise 2).
Check the vocabulary list the listen to the audio below and answer the multiple choice questions.
I will post the answers in a few days:





ACTIVITY TWO

Use at least 8 of the words or expressions before the listening exercise in the book to make your own sentences or paragraph. Send them to me by email.


ACTIVITY THREE

Watch this short film about a maths teacher. Write a short summary to show you have understood the story and also give your own ideas about the issues involved. If you wish you can do this orally and record yourself, then post it in the WhatsApp group.





ACTIVITY FOUR

On Page 46 (unit 3c) there are some exercises related to adjectives and adverbs. Read the grammar sections at the end of the book GR10 - GR13 and then do exercises 1, 2, 3. I will post the answers in a few days.

PATRICK - FCE - Monday and Wednesday - 17.00 to 18.30

Hi guys,

I hope you and your families are in good health and well!

IMPORTANT

If any student is still interested in doing the First Certificate this summer or in May if possible please let us know so we can prepare for it.

FIRST ACTIVITY 

Here is a FCE Listening Practice to try at home. The links to the audio are on each page.

When you have completed it and have the result let me know:

SECOND ACTIVITY

Watch this video about the history of TRAP music then write a summary to show you have understood. Do you like Trap? What's the difference between Rap and Trap?
Send you writing to be corrected to: celtic.zalla@gmail.com





 THIRD ACTIVITY


In the student book, do the Open Cloze on page 109 and the vocabulary exercises on pages 110 and 111 (exercises 4, 5, 6, 7, 8 ).  In a few days I will post the answers to correct.

HANNAH - Wednesday 15.20 to 16.50 and Thursday 15.20 to 16.50

Hello everybody!

Hannah here with your classes for this week for my two groups on Wednesday and Thursday.
Take care and speak soon:

HANNAH - Tues/Thurs 18.00 to 19.30 and Tues/Thurs 19.30-21.00

Hi Students, Hannah here!

Here are your activities for this week.
Please send work to be corrected to celtic.zalla.teachers@gmail.com:

HANNAH - Tuesday 17.00 to 18.00 and Friday 17.00 to 18.30

Hello Students, Hannah here!

Here are the activities for two of my classes, on Tuesday and Friday.
Hope everybody is well:

PATRICK - Proficiency - Monday and Wednesday

Hi Students,

Listen to my audio first in the WhatsApp group:




FIRST ACTIVITY


Watch this TED talk on what makes a good life and happiness then write a short summary to show you understand. Do you agree with the speaker? What do you think?

SECOND ACTIVITY

Go to this link where you will find a word formation activity. There are 14 parts, each with 8 questions. They correct automatically. You don't need to do them all at once but over a few days.
Make a note of your result and let me know in the WhatsApp group:

https://www.esl-lounge.com/student/proficiency-word-formation.php


THIRD ACTIVITY

Listen to this song by the great Townes Van Zandt and add the missing words to the lyrics below.
I'll post the answers in a few days:

FORTH ACTIVITY


Can you do all the exercises on page 56 of the student book. Its mostly vocabulary and idioms.
Any doubts and questions you can ask in the whatsapp group. I'll post the answers soon.