Agreeing and disagreeing

¿Cómo expresar que estás de acuerdo (o no) con lo que ha dicho otra persona?

Puedes expresarlo como:

ME TOO / ME NEITHER (yo también - a mí también / yo tampoco - a mí tampoco

O bien poniendo el sujeto antes del verbo con la siguiente estructura:
SO (AM) I / NEITHER (AM) I / NOR (AM) I (yo también - a mí también / yo tampoco - a mí tampoco).

@Sprotak 

 Para conjugarlo correctamente, observa bien quién es el verbo auxiliar del tiempo verbal correspondiente. Mira los siguientes ejemplos:

New year's resolutions

A new year's resolution can be a powerful

 way to make a change in your life -- as long as

 you stick to it.

Set your goal and let's talk.

Conditionals and wishes

Aquí os dejo unos resúmenes de los diferentes tipos de condicionales en Inglés:

Round Up - Virginia Evans

#Let's Talk #InglésAGuarda

http://sites.google.com/site/hablemosandletstalk

Modal verbs

Los verbos modales son usados para expresar  habilidad y capacidad, pedir permiso, expresar posibilidad, prohibición, solicitar, expresar deducciones, órdenes, necesidades, invitaciones 

o dar consejo.

Aquí podéis ver un vídeo donde explica su uso y a continuación os dejo un resumen:

 

Round Up - Virginia Evans

#Let's Talk #InglésAGuarda

http://sites.google.com/site/hablemosandletstalk

Let's Review: verb tenses

Aquí os dejo unos resúmenes de los diferentes tiempos verbales y aspectos en Inglés:

Aquí y aquí podéis encontrar más.

Round Up - Virginia Evans

#Let's Talk #InglésAGuarda

http://sites.google.com/site/hablemosandletstalk

Word formation

Adding affixes to existing words (the base or root) to form new words is common in academic English. 

Prefixes are added to the front of the base (like  --> dislike), whereas suffixes are added to the end of the base (active --> activate). 

Prefixes usually do not change the class of the base word, but suffixes usually do change the class of the word.

lucialetstalk@gmail.com

http://lets-talk-education-center.business.site/

www.facebook.com/HablemosAndLetsTalk/

Campamento de verano

Si este verano quieres practicar inglés, ciencias divertidas, manualidades y juegos 

¡Solicita tu plaza!

El Summer Camp está orientado para niñas y niños de entre 4 y 6 años con ganas de aprender, experimentar, hacer amigos, excursiones, actividades en la naturaleza y pasárselo bien. El horario es de 9am a 2pm durante los meses de Julio y Agosto. Las plazas son limitadas.

Para más información y reservas, llama

666214527

Contacta

Reported Speech

http://lets-talk-education-center.business.site/

https://sites.google.com/site/hablemosandletstalk/

My wardrobe

Kids love role plays

What are you wearing?

I am wearing socks.

I am wearing jeans.

My T-shirt is blue.

My hat is pink.

My trousers are red.

My shoes are brown.

What colour is your shirt?

My shirt is yellow.

What colour are your shorts?

My shorts are purple.

Has he got long hair?

No, he hasn't.

He has got short hair. 

Has he got brown eyes?

No, he hasn't.

He has got blue eyes.

Has she got curly hair?

Yes, she has.

She has got curly hair.

Has she got brown eyes?

Yes, she has.

She has got brown eyes

Optical illusions

Today we worked with optical illusions: a good way to practice comparatives and vocabulary.

Fast --> Faster

Big --> Bigger

Small --> Smaller

Old --> Older

Young --> Younger

Happy --> Happier
Ugly --> Uglier

Beautiful --> More beautiful

Long --> Longer

Short --> Shorter

Template from: http://www.craftnhome.com/fish-in-a-bowl-craft.html

PDF

Direct Language Lab

Today I want to talk about the Direct Language Lab: 

They have got unique solutions for teaching and learning languages worldwide, using the direct method. They publish language teaching and learning materials for schools, companies and individual students all over the world, and currently cooperate with 1000 language schools in over 30 countries,  providing language schools with coursebooks for learning foreign languages by means of the direct method. 

Also, using these materials you'll gain free access to mobile applications and online programmes that facilitate the process of foreign language learning. This e-learning program contains exercises corresponding to the units in English designed with Direct Method coursebooks. Students can consolidate the already learnt material, catch up if they fall behind or revise the material before a stage exam in a very attractive and modern way. You can see an example here.

Would you like to learn more? click here

Would you like to find your school? click here

lets-talk-education-center.business.site

Trinity GESE 7 & 8 --> Tips

I leave here some tips for the levels 7 & 8. Good luck!

There was an old woman...

There Was An Old Woman

There was an old woman who swallowed a fly,

I don't know why she swallowed a fly,

Perhaps she'll die.

There was an old woman who swallowed a spider,

That wriggled and jiggled and tickled inside her,

She swallowed the spider to catch the fly,

I don't know why she swallowed the fly,

Perhaps she'll die.

There was an old woman who swallowed a bird,

How absurd! to swallow a bird,

She swallowed the bird to catch the spider,

That wriggled and jiggled and tickled inside her,

She swallowed the spider to catch the fly,

I don't know why she swallowed the fly,

Perhaps she'll die.

There was an old woman who swallowed a cat,

Imagine that! to swallow a cat,

She swallowed the cat to catch the bird,

She swallowed the bird to catch the spider,

That wriggled and jiggled and tickled inside her,

She swallowed the spider to catch the fly,

I don't know why she swallowed the fly,

Perhaps she'll die.

There was an old woman who swallowed a dog,

What a hog! to swallow a dog,

She swallowed the dog to catch the cat,

She swallowed the cat to catch the bird,

She swallowed the bird to catch the spider,

That wriggled and jiggled and tickled inside her,

She swallowed the spider to catch the fly,

I don't know why she swallowed the fly,

Perhaps she'll die.

There was an old woman who swallowed a goat,

Just opened her throat! to swallow a goat,

She swallowed the goat to catch the dog,

She swallowed the dog to catch the cat,

She swallowed the cat to catch the bird,

She swallowed the bird to catch the spider,

That wriggled and jiggled and tickled inside her,

She swallowed the spider to catch the fly,

I don't know why she swallowed the fly,

Perhaps she'll die.

There was an old woman who swallowed a cow,

I don't know how she swallowed a cow!

She swallowed the cow to catch the goat,

She swallowed the goat to catch the dog,

She swallowed the dog to catch the cat,

She swallowed the cat to catch the bird,

She swallowed the bird to catch the spider,

That wriggled and jiggled and tickled inside her,

She swallowed the spider to catch the fly,

I don't know why she swallowed the fly,

Perhaps she'll die.

There was an old woman who swallowed a horse,

She's dead—of course!

http://youtu.be/8a13-JbxC98

Tips for conversation

Remember that everyone gets nervous in exams, especially oral exams. So, don’t worry, these tips will help you feel more confident in a speaking exam.

• Listening to as much English as possible will help to improve your speaking. Listening to songs, podcasts, films, TV series or video clips will help you to feel more confident about speaking.
• Speak as much English in class as possible. If you speak English regularly in class, you will find it easier to speak in an exam.
• Slow down! It’s not a race. Before you speak, think carefully about what to say and speak a little slower than normal.
• Use language you know is correct. Use words and expressions you have used before.
• If you don’t know a word, think of another way to say it. For example, if you know the word ‘expensive’, but can’t remember the word ‘cheap’, you could say:
  It’s not expensive.
  It’s a good price.
  It’s not a lot of money.
• Listen to yourself while you speak and if you hear a mistake, correct it. Native speakers make mistakes and correct them all the time.
• Look at the examiner’s or other student’s face and eyes when you speak. Do they understand you? If not, say it again with different words.
• If you don’t understand the question or the activity, ask the examiner. Say: ‘Could you repeat that, please?’
• Always say something. Don’t just say ‘yes’ or ‘no’. Explain your answer with a reason. Say ‘Yes, I agree because....’
• Speak clearly so that the examiner can hear you. If you find this difficult, practise with a friend at home. Stand at opposite ends of a room and speak to each other in English. Or speak to each other in English on your computers.

Making suggestions

Why don’t we ... (+ verb without ‘to’) ?
Shall we ... (+ verb without ‘to’) ?
Would you like to ... (+ verb) ?
Let’s ... (+ verb without ‘to’)
What about ... (+ -ing) ?
How about ... (+ -ing) ?

Responding to suggestions

Yes, OK.
That’s a good idea.
That sounds great!
No, I don’t think so.
I’m not sure about that.
I’d prefer to ... (+ verb).

It is very important to show that you are interested in what your partner is saying. Use these expressions to show you are interested. Remember! When we are very interested or surprised our voice is higher and louder.

Normal response

Uh-huh.
That’s interesting.
Oh, I see.
Right.

Stronger response

Really?
Wow! That’s amazing!
That’s incredible!
No way!
You’re joking!

Do you understand?

When you are speaking to someone it is important that you understand each other. If you don’t understand something, ask your partner to explain what they mean. If they don’t understand you, explain what you mean. Use these expressions to help you.

When you don’t understand

I don’t understand.
Could you repeat that?
Could you say that again?
What do you mean, exactly?
I’m not sure what you mean.
Can you explain that?

Explain what you mean

What I mean is ...
In other words ...

Giving your opinion

I think... / I don’t think ...
I believe... / I don’t believe ...
In my opinion,
For me,
Personally, I think ...

Asking for someone’s opinion

Do you agree?
What do you think?
What do you think about ... (this)?
Do you think that’s right?
What’s your view?
Are you OK with that?

Agreeing

That’s right!
Absolutely!
Exactly!
Me too!
Yes, I agree!
I totally agree!
I couldn’t agree more!
I see exactly what you mean!
You're right. That's a good point.

Disagreeing

I don’t agree!
I totally disagree!
Absolutely not!
That’s not right!
I’m not sure about that.

Partly agreeing

I agree up to a point, but ...
I see your point, but ...
That’s partly true, but ...
I'm not so sure about that.

It is always a good idea to justify your opinions. Don’t just say ‘I agree’, but say ‘I agree because I think that ... (explain your reason).’

what can you do to improve your level of accuracy when you speak English?

• Even native speakers make mistakes when they speak in their own language, but they are always listening to themselves and correct themselves. Here are some tips to help you speak correctly.
• Don’t worry about making mistakes, it’s normal, but ...
• Listen to your English when you speak and if you notice a mistake, correct it. If you don’t notice any mistakes, don’t worry.
• Make a ‘my typical mistakes’ page in your notebook. Write down mistakes you often make and when you speak, listen out for those mistakes. If you always say ‘I must to go’, then write it down next to the correct version ‘I must go’ and listen out for this mistake when you speak.
• Use grammar you know. If you use new grammar you don’t know for the first time in an exam, you will make more mistakes and find it more difficult to correct yourself.
• Use words you know. Revise the vocabulary you learn in class and try to use new words again to help you remember them. If you don’t know an exact word, use a different word that you know.
• Record yourself speaking and listen to yourself. Correct your mistakes and remember the good language to use again.
• Take your time and think when you speak! If you speak too fast and don’t think about your language, you will make mistakes. However, don’t speak too slowly – you don’t want to sound like a robot.

Text from: https://learnenglishteens.britishcouncil.org/exams/speaking-exams

The subjunctive

The subjunctive is a verb form which expresses possible, unreal, imaginary or desirable situations. We see it most often in conditionals and wishes.

We also find it in sentences that start with:It + be + an adjective:

It is important that you go as soon as possible

It’s essential that he see a doctor

It’s crucial that they leave the building

It’s best that you not be at the meeting

These sentences are very formal. Notice that the form of the subjunctive is almost always the same as the form of the infinitive (except for be).

The other place we can find a subjunctive is with verbs like recommend and suggest:

I suggest that you be there on time

I recommend that he not drink so much again

Learn more: http://www.bbc.co.uk/learningenglish/english/course/upper-intermediate/unit-20/session-1

Video: http://youtu.be/LkxwmoJZwtk

http://sites.google.com/site/hablemosandletstalk

TO BE and TO HAVE GOT

THE VERB “TO BE”

Podemos distinguir tres formas: afirmativa, negativa e interrogativa.

El verbo “to be” generalmente se traduce por ser/estar, pero a veces también por tener o hacer:

Definiciones y hechos generales	Glasgow is in Scotland (Glasgow está en Escocia)
Sentimientos	We are very happy (Estamos/somos muy felices)
Estados	I'm hungry and he is thirsty (Tengo hambre y el tiene sed)
Profesiones y nacionalidades	My brother is a lawyer (Mi hermanos es abogado)
Precios	How much is it? It's 3 euros (Cuánto es? Son 3 euros)
Medidas	It's 10 metres long Mide 10 metros
Edad	She is fourteen years old (Ella tiene catorce años)
Tiempo atmosférico	It's hot and sunny today, but tomorrow it will be cold. (Hace calor y hace sol hoy, pero mañana hará frío)

El verbo “to be” también se utiliza en combinación con “there” :

There is + sustantivo singular

There are + sustantivo plural

Esta construcción equivale a nuestra expresión impersonal “HAY”:

         There is a book on the table (Hay un libro sobre la mesa)

         There are two books on the table (Hay dos libros sobre la mesa)

THE VERB “HAVE GOT”

El verbo "have got" significa tener. Expresa lo que poseemos o las características de alguien o algo cuando lo describimos: 

She's got long straight dark hair (Ella tiene el pelo largo, liso y oscuro)

He's got big green eyes (Él tiene los ojos grandes y verdes / grandes ojos verdes)

http://sites.google.com/site/hablemosandletstalk

Doubling consonants

Some verbs double the final consonant and some do not. 
Are you feeling confused about it? 
Then, keep reading:

Words ending with a Consonant-Vowel-Consonant Pattern

One-syllable words:
ED = If the word ends in a CVC pattern, it gets a double consonant + ED. 
ING = If the word ends in a CVC pattern, it gets a double consonant + ING. 
Examples:
ED = RUB > rubbed, STOP > stopped
ING = HOP > hopping, SIT > sitting

BUT

Words ending in w,x,y do not follow this rule, simply add ED, or ING
Examples: snow > snowed, box > boxing, play > playing

Two-syllable words:
ED = If the stress is on the first syllable, the word only gets one consonant + ED.
ING = If the stress is on the first syllable, the word only gets one consonant + ING.

Examples:
visit > visited, open > opened
happen > happening, enter > entering

ED = If the stress is on the second syllable, the word gets a double consonant + ED.
ING = If the stress is on the second syllable, the word gets a double consonant + ING.

Examples:
refer > referred, admit > admitted
begin > beginning, permit > permitting

Words ending in E
ED = If the word ends in E, simply add ED
ING = If the word ends in E, drop the E, add ING

Examples:
ED = smile > smiled, fine > fined
ING = dance > dancing, skate > skating

Words ending in Y
Consonant + Y
ED = If the word ends in Y, and has a consonant before it, change the Y to I and add ED.
ING = If the word ends in Y, and has a consonant before it, simply add ING.

Examples:
ED = study > studied, marry > married
ING = carry > carrying, reply > replying

Vowel + Y
ED = If the word ends in Y, and has a vowel before it, simply add ED.
ING = If the word ends in Y, and has a vowel before it, simply add ING.

Examples:
ED = play > played, stay > stayed
ING = enjoy > enjoying, stray > straying

MORE

http://sites.google.com/site/hablemosandletstalk

Guess who is this celebrity

Do you want to have your students speaking? If the answer is yes then:  gamify your ESL classroom.

Can you guess who these people are?

Ask closed questions (YES/NO) and let´s have fun: leave a comment if you want to play.

Where are you, Peppa?

Younger learners can have fun looking for their favourite cartoon characters. Can you find them all?

http://sites.google.com/site/hablemosandletstalk

Five little monkeys

Five little monkeys jumping on the bed
One fell off and bumped his head
Mama called the doctor,
And the doctor said
No more monkeys jumping on the bed

http://youtu.be/ZhODBFQ2-bQ

The napping house

There is a  house, 

a napping  house, 

where everyone  is sleeping.

And in that house,

there is a bed, 

a cozy bed 

in a napping house,

where everyone is sleeping. 

And in that bed             

there is a granny,      

a snoring granny             

on a cozy bed            

in a napping  house,             

where everyone is sleeping.

And on that granny           

there is a child           

a dreaming child               

on a snoring granny           

on a cozy bed           

in a napping house           

where everyone is sleeping. 

An on that child 

there is a dog 

on a dreaming child

on a snoring granny 

on a cozy bed 

in a napping home  

where everyone is  sleeping. 

And  on that dog 

there is a  cat, 

a snoozing  cat, 

on a  dozing  dog 

on a  dreaming  child 

on a  snoring  granny 

on a  cozy bed in a  napping  house, 

where everyone  is sleeping. 

And on that cat 

there is a mouse                              

on a snoozing cat                              

on a dozing dog                              

on a dreaming child                             

on a snoring granny                             

on a cozy bed                             

in a napping house, 

where everyone is sleeping. 

And on that mouse    

there is a flea     

Can it be? 

A wakeful flea 

on a slumbering mouse 

on a snoozing cat 

on a dozing dog 

on a dreaming child  

on a snoring granny 

on a cozy bed 

in a napping house,        

where everyone is sleeping. 

A wakeful flea who bites the mouse,         

who scares the cat, 

who claws the dog, 

who thumps the child, 

who bumps the granny, 

who breaks the bed, 

in the napping house,

where no one  now is sleeping.