D'Amico Shipping B2 Lesson 5

Class

1) Making requests and writing precisely BEC Masterclass p. 29

2) Simplifying contractual language and avoiding "legalese". For more notes and examples see: http://seansenglishclassroom.pbworks.com/w/page/25080245/Legal%20Writing%20In%20Plain%20English

3) Discussion - Christmas songs

Notes

Key to writing concisely:

Can you change:

adjectives and nouns to verbs?

negatives to positives?

passives to actives?

constructions with "of" compound nouns?

Corrections

Check the differences in verb structure and meaning between remember and remind

I remember something

Something reminds me of something else
http://www.differencebetween.com/difference-between-remember-and-vs-remind/

Christmas songs

12 Days of Christmas - Traditional

Last Christmas - Wham

Happy Xmas (War Is Over) - John Lennon & Yoko Ono

White Christmas - Bing Crosby

The Power of Love - Frankie Goes to Hollywood

The Little Drummer Boy - Bing Crosby and David Bowie

River  - Joni Mitchell

For the Spotify Christmas playlist go to: https://open.spotify.com/user/11142496185/playlist/7Cbt7FfPwVG11btvZvVlqt

Homework 

Our next lesson will be on 9th January. In the meantime keep up with your English with some enjoyable noticing activites using film, tv and songs in English.

D'Amico Shipping B1 Lesson 4

Class
The first conditional
unless/if
Free practice
New Language Leader p. 41

Scenario - language Training - Discussion and Listening
New Language Leader p. 42

Vocabulary
crash course = intensive course
go for a walk
go walking

Corrections
the next future - the near future

Pronunciation - Vowel sounds
walk /wɔːk/
work /wɜːk/


Homework

1. Do the extra practice exercises on p. 133 as revision
2. Read over the audio script again noting the following features:

• conditionals -  If we do that, what will happen?
• phrasal verbs - to think something through, to set something up
• idioms - up to our ears (in work)
• functional language for meetings - let's move on
• accepting and rejecting ideas & considering consequences (see exercise 4a on page 43)

D'Amico Shipping B1 Lesson 3

Class
The First Conditional 
     

Dictation exercise - Noticing how conditional sounds in fast connected speech.

Homework
Reading p. 41
Grammar p. 41, questions 7 and 8
Vocabulary
to proofread = to check a piece of writing for mistakes

D'Amico Shipping B2 Lesson 4

Class

Reading Skills

Multople choice matching strategies pp. 24 - 25

Vocabulary

Word combinations

Adjective + noun

Overnight flight

Global economy

Cramped seat

Frequent flyer

Noun + noun

Time zone

Health risk

Jet lag

Noun + prepositional phrase

Perk of the job

Idioms

Flogging a dead horse http://www.phrases.org.uk/meanings/flogging-a-dead-horse.html

Banging your head against a(brick) wall http://idioms.thefreedictionary.com/bang+head+against+a+brick+wall

Comparative and superlative forms

P. 26

Listening 

Telephone messages p. 27

Corrections

Pronunciation

Headache /ˈhɛdˌeɪk/

Suitable /ˈsuːtəbəl/

Homework

1. Listening follow up

Go through the audioscript on pages 141 - 142 making a note of any interesting and useful examples of phrasal verbs, fixed expressions and functional language.

e.g. I'm fixing up the next meeting = organise 

I'm getting back to you about,

I'll just get a pen/my agenda/diary/the document

By the way,

While you're on the phone 

Oh, one other/more thing

2. Listening Christmas Songs

Next week will be our last lesson before the holidays so I thought it might be fun if we introduced each other to our favourite Christmas songs. Choose a Christmas song and prepare a short presentation on why you like it. If you wish, you can add it to the following Spotify playlist https://open.spotify.com/user/11142496185/playlist/7Cbt7FfPwVG11btvZvVlqt

If you need some inspiration, have a look at the following blogs:
http://scarybradshaw.blogspot.it/2014/12/scary-bradshaws-musical-advent-calendar.html
http://scarybradshaw.blogspot.it/2014/12/scary-bradshaws-musical-advent-calendar_16.html

D'Amico Shipping B2 Lesson 3

Class
1. Listening Skills - Using Podcasts
Losing Friends In A Club - Should you move around or stand still?
Listen again or download from here: http://www.bbc.co.uk/programmes/p04hxmrg
The relevant story starts at 12:54 and runs until 18:04

Fixed Phrases & Phrasal Verbs
to bump into someone/each other
to stay put/still
to synch up
to smooth out
to cover (more) ground

Synonyms
steps/paces
friends/chums
move/roam around

Keep
Keep your head
Keep straight (ahead)
Keep going/walking
Keep the change

Lexical sets
Experiments
test a course of action
roadtest a theory
put in some legwork

Clubbing
have a night out
head to the bar
bar, entrance, DJ booth
spill a drink (over someone)
keep the change
a half, a pint e.g. "2 half shandies please."
to get chucked out (of the club)


2. Vocabulary Skills - Business Travel 
BEC Masterclass pp. 22 -23

Note that even synonyms might not have the same collocations - e.g. you can book a flight/a hotel/a room or a ticket but you can only reserve a room or a ticket.

recline your seat/reclining seat
lots of legroom
cramped
squashed

Corrections
Chance can be both countable or uncountable but be consistent with your use. See: http://www.oxfordlearnersdictionaries.com/definition/english/chance_1
Convenient is a false friend. Do you want to emphasise that something is useful, easy and or quick to do or whether it is value for money?


Homework
Reading Skills
BEC Masterclass pp. 24 - 25, all questions

D'Amico Shipping B1 Lesson 2

Class
Speaking 
Business and People interview task.

New Vocabulary

• soundtrack
• punctual
• to settle down
• to run out of (petrol/money/time)

GET

What does get mean in the following sentences?

1. I get bored easily.
2. We got married in 2009.
3. I need to get my hair cut.
4. We got the house painted last summer.
5. The train gets in at 9.
6. Give me a call when you get home.
7. Hold on, I'll just get a pen to write this down.
8. I get what you are saying.
9. I really didn't get that film, I couldn't follow what was going on. 
10. I've got friends coming round for dinner on Friday.

n.b. get something done = have something done

Corrections

1. Tenses Check that you are using the present perfect simple and continuous tenses when talking about experience that is relevant now.
2. False Friends Actual/Current
3. Verb Patterns to regret doing something in the past (compare this with to regret to inform which means I regret to inform you now)

Homework

1. Reflection and Writing Reflect on today's speaking task. Where were the gaps (in vocabulary, structure) which prevented you from saying what you wanted? Were you confident with your question forms? Were you using present perfect forms to talk about experience? Come to the next lesson (Wednesday 14th December) with a list of language problems you wish to improve. 
2. Listening  I have added more songs to the Spotify Playlist, Phrasal Verbs, which you can access here: https://open.spotify.com/user/11142496185/playlist/5IN815vqsJHESck8r070SH 

I have now made this a collaborative playlist, so if you are Spotify user, you can add songs that contain phrasal verbs to help you practice. You can also go to http://genius.com to find the lyrics to the songs and join in the discussions on their meaning.
New additions to the playlist include:

• Hung Up - Madonna (which plays with the two meanings - to hang up the phone, to be hung up on someone) 
• Somebody I Used To Know - Gotye (Which includes cut off, make out, read into, to be hung up on someone, to screw over - a slightly vulgar slang term meaning to deliberately disadvantage someone)
• Help With My Friends - The Beatles (to get by)
• Don't Let Me Down - The Beatles
• Time After Time - Cyndi Lauper (to fall behind)
• Runnin' Out Of Fools - Neko Case

Remember there is no lesson next week (8th December) but we will make this up with two lessons the following week on Wednesday 14th and Thursday 15th December.

English Spoken Here.

In this video produced by the World Economic Forum you can see which countries have the highest percentage of the population who speak English as a second language. 9 of the top 10 are in Europe so you don't have to travel far to practice your English.

D'Amico Shipping B2 Lesson 2

Class

Aglicisms - discussion and listening

1. Do you think using English words is trendy?
2. Do you think the use of anglicisms in Italian is acceptable? Why/Why not? 
3. Do you "pepper" your Italian conversations with English words?
4. Do you use any conjugated anglicisms e.g. sponsorizzare?
5. What anglicisms do you think are unnecessary?
6. Who do you think is Generation LOL? What does that name say about their use of Italian and English?
7. What do the following English words used in Italian actually mean in English: footing, lifting, beauty, sexy shop?
8. How are the following words pronounced when used in Italian and what is their pronunciation in English: report, performance, management, spray, cracker, fashion. 

Listening 

Listen to the report from Inside Europe (27/10/2016) to compare your views and answers. The report runs from 44:40 to 53:40 on the link below.

http://www.dw.com/en/inside-europe-covering-the-issues-that-shape-europe/a-19566539

Vocabulary

In fashion/trendy/to be "in" (definition 28 on the link)

Show off ( phrasal verb and noun - Show-off)

Mark up (phrasal verb and noun)

To be tongue-tied

To lose something in translation

To pepper

Dandy

Corrections

Less + uncountable nouns e.g. Less money

Fewer + countable plural nouns e.g. Fewer words

Homework

Listen to the podcast again focussing on another aspect. 

When you are doing your own listening practice listen multiple times to the same podcast working on a different aspect each time. Listen first for comprehension and then follow up by listening again for each of the following:

• Attitude/opinion
• Vocabulary (especially phrasal verbs, collocations, fixed expressions, idioms)
• Tenses and structures
• Accent, stress, intonation, tone and other features of fast connected speech

Listening Practice - all students

Why not see a film in English this weekend? Watching films in English, even with subtitles in Italian, is good practice as it trains your ear. The following films are currently showing in Rome in their original language:

Nocturnal Animals

You will hear a variety of American and British accents in this film.

Snowden

You will hear a variety of American and British accents (including Scottish) in this film. 

Fantastic Beasts & Where To Find Them

You will hear a variety of American and British accents in this film. 

Sing Street
You will hear British and Irish accents in this film.

D'Amico Shipping B1

Class

• Needs analysis
• Vocabulary - phrasal verbs

Get by  -  to survive

Fall behind -  to make LESS progress than others

Keep up with -  to make THE SAME progress as others

Pick up -  to learn easily

To catch on -  to understand 

To take up -  to start a new activity/sport/hobby

To let (someone/yourself) down - to disappoint/fail

Homework

1. Write a sentence for each of the phrasal verbs above.
e.g.  He picked up Spanish while he was living in Madrid. 

2. Search Spotify or Youtube for songs that include the phrasal verbs from today's lesson. 

Going further

A phrasal verb playlist:https://open.spotify.com/user/11142496185/playlist/5IN815vqsJHESck8r070SH

Lesson Dates
These are the dates for our lessons in December:
Thursday 1st December
Wednesday 14th December
Thursday 15th December

All lessons are from 12:00 to 13:30

After Christmas lessons will resume on Thursday 12th January.

D'Amico Shipping B2 Academic Year 2016 - 2017. Lesson 1

Class

Needs analysis

New vocabulary - Definition game. 

This September 1,200 new words were added to the Oxford English Dictionary (OED) and 1,000 entries were revised.

Homework

1. Check your definitions for the new words added to the OED go to the link here: http://www.telegraph.co.uk/education/2016/09/12/the-10-most-notable-entries-to-the-new-oxford-english-dictionary/
2. To find out how the OED decides what words to include read this article: https://www.theguardian.com/science/shortcuts/2016/sep/12/yolo-new-words-oxford-english-dictionary
3. Think about the discussion questions in preparation for next week's lesson:

• Do you think acronyms and slang should be included in the OED?
• Will you learn any of these new words? Why/why not?
• How do you think the OED decides which words to include?
• What “trendy" words might be included next year?

Going further

• Post-truth the word of 2016 https://www.theguardian.com/books/2016/nov/15/post-truth-named-word-of-the-year-by-oxford-dictionaries

Do you agree?

• Podcasts

To help with your listening practice, get into the habit of downloading a podcast and listening to 5 to 10 minutes of it 3 or 4 times a week. There is lots of material to choose from but a goof place to start is the BBC http://www.bbc.co.uk/podcasts/radio4. Radio 4 and Radio 5 Live offer a wide range of very popular podcasts covering a variety of topics including news, sports, film, culture and travel. More or Less, for example, is an excellent programme that investigates statistics in the news. 

NPR (National Public Radio) is the equivalent resource in America with a wide range of podcasts on all topics. 

Another good resource is DW.com whose Inside Europe Podcast provides a round up of European news each week. This week's episode features a story about an Italian family who has opened their home to a group of refugees. 

For something different try https://themoth.org/stories which features people from various backgrounds telling interesting stories about their lives.

Exam Information
BEC Vantage 
Where? Rome
When? 13/05/2017 (written) 6 - 14/05/2017 (oral)
How? Computer based
How Much? €234.00

All Groups - Song of the week - Joan of Arc by Leonard Cohen

I was deeply saddened to hear the news that Leonard Cohen had died. Cohen was one of the greatest lyricists in popular music and his songs are rightly studied as poetry. As a tribute, here is a video to one of his most beautiful songs, Joan of Arc. It is performed here by Cohen and Jennifer Warnes and features on the album Famous Blue Raincoat by Warnes. The lyrics are included in the video.

ANIA C2 Group 8 (2 pm)

Class

1. Anglicisms
2. CPE Writing Part 2

• Brainstorming, organising ideas to cover content points, turning notes into a plan, applying marking criteria. 
• Sample exam questions taken from Proficiency Test Builder (2013, 4th edition)
• For today's task you needed to talk about a favourite TV channel or Radio station. If you have trouble thinking of one to write about, cast your mind back to some of the resources we have used in class e.g.  Inside Europe (DW.com), Law in Action (BBC Radio 4), NPR.org, The Moth.org, Kermode & Mayo's Film Review (BBC Radio Live)

Homework

Use your notes on question 3 to write your review. Don't spend more than 45 minutes on writing and checking your work. Assess your effort according to the marking criteria (content, communicative achievement, organisation, language) and then email your answer to me.

Notes

• When searching for exam practice online, use the term CPE Writing rather than "proficiency writing" as the latter will lead you to another test used in U.S. universities. 

• The set texts (Part 2, Question 5) for 2016 - 2017 are: Family Album by Penelope Lively and  The Great Gatsby by F. Scott Fitzgerald. If you choose The Great Gatsby you can base your answer either on the novel or the 2013 film version directed by Baz Luhrmann. If you are considering doing the exam next year, reading one of these books might be a good way of maintaining your level until lessons resume in January. 

Going further:

Films in English currently screening in Rome.

I, Daniel Blake

This moving film by Ken Loach won this year's top award at the Cannes film festival. The film is interesting for your language learning as it features strong Newcastle and London accents and criticises the use of business and free market vocabulary in a social welfare context.

The Girl On The Train

The big screen adaptation of this best selling thriller relocates the story to the U.S. but keeps the main character British offering an excellent opportunity to compare and contrast British and American accents.

ANIA C1 Group 6 (12:30pm)

Class

Perfect aspect continued.

Describing context through tenses.

Homework

Pronunciation worksheets on 'ed' suffixes and 'ea' spelling.

Maintaining your level between courses

• 5 - 10 minutes listening 3 - 4 times a week. Listen first for comprehension but then return to the same listening several more times to notice vocabulary, intonation patterns and grammatical structures.

• Organise a What's App group with your colleagues to chat exclusively in English and send links to each other.

• Organise "English tea/coffee breaks" with colleagues 2 - 3 times a week so you can get to practice new vocabulary and structures you have noticed through your reading and listening. 

ANIA B2.3 Group 5 (2:00 pm)

Class

Tutorial - reflection on progress

Strategies for maintaining level between courses

Listening Skills

Listening comprehension - completing notes

Listening for vocabulary, intonation and grammar features

(BEC Masterclass p. 74)

Homework

Use the audioscript to revise the structure and use of present/future conditional forms, i.e. 0, 1st and 2nd conditionals.

ANIA 2.2 Group 2 (12:30pm)

Class

Speaking Assessment

Vocabulary 

Health (noun) Healthy (adjective)

Calm (adjective) Calmer (comparative)

Difficulty (noun) Difficult (adjective)

A difficult situation

To have difficulty with something

To keep an eye on someone/something

To look after someone/something

Note the different uses of get

He got sick (became)

I'll just get a pen (fetch/take)

We get on well (have a good relationship)

I got everything I needed at the supermarket (bought/obtained)

I will have dinner when I get home (arrive)

Corrections

She said me.  She said to me

ANIA C2 Group 8 (2pm)

Class

• Anglicisms 
• Exam practice - how grammar is tested Paper 1, Part 2 (Proficiency Test Builder Test 2)

Structures Being Tested

• to set out to do something
• as many as
• lies in
• in its/your etc own right 
• to end up doing something
• them and their as discourse markers
• is the case for 

ANIA C1 Group 6 (12:30pm)

Class

• The perfect aspect
• Common mistakes with the perfect 
• Will in context 

 Look at the examples below. What does the speaker want to emphasise with the tense he/she has chosen.

A) The bus leaves at 9 on Monday.

B) The bus is leaving at 9 so you'd better get ready.

C) I think I'll take the 9 o'clock bus.

D) The bus will leave at 9 unless there is a problem at the station.

E) The bus will be leaving at 9 whether you are on it or not. 

F) I'm sure your bus will still leave at 9 despite the transport strike.

All Groups - Anglicisms

Discussion

1. Do you think using English words is trendy?
2. Do you think the use of anglicisms in Italian is acceptable? Why/Why not? 
3. Do you "pepper" your Italian conversations with English words?
4. Do you use any conjugated anglicisms e.g. sponsorizzare?
5. What anglicisms do you think are unnecessary?
6. Who do you think is Generation LOL? What does that name say about their use of Italian and English?
7. What do the following English words used in Italian actually mean in English: footing, lifting, beauty, sexy shop?
8. How are the following words pronounced when used in Italian and what is their pronunciation in English: report, performance, management, spray, cracker, fashion. 

Listening 

Listen to the report from Inside Europe (27/10/2016) to compare your views and answers. The report runs from 44:40 to 53:40 on the link below.

http://www.dw.com/en/inside-europe-covering-the-issues-that-shape-europe/a-19566539

ANIA C2 Group 8 (2 pm)

Class

Speaking - discussion authors and identity

Vocabulary - recycling 

Exam Practice - Paper 1, Part 1 multiple choice cloze, Part 4 sentence transformations

Taken from Proficiency Test Builder, test 2.

New vocabulary and corrections

• Loath versus loathe

(N.b. Difference in spelling and pronunciation)

To be loath to do something (adjective meaning unwilling)

To loathe something/doing something (verb meaning to hate)

• Issue versus publish

This is a question of collocation - issue a warning/an ordinance, publish an article/book/magazine.

Note when issue is used as a noun:

Have you read the latest issue of Newsweek?

• Money chase - money trail

• Character (pronunciation /k/)

Follow up

Remember the Gay Cake court case which we discussed during the lesson on religious freedom back in April (Lesson 11, 7th April, 2016)? The Court of Appeal has now come back with their decision. Read about it here: http://www.bbc.com/news/uk-northern-ireland-37748681

ANIA C1 Group 6 (12:30pm)

Class

The English Tense System

Simple versus continuous aspect
http://seansenglishclassroom.pbworks.com/w/page/11442655/The%20English%20Tense%20System

Homework 

1.  Look at the expamples of perfect and non perfect sentences on the worksheet. What is different about the situations they describe?

2. Look at the examples below. What does the speaker want to emphasise with the tense he/she has chosen.

A) The bus leaves at 9 on Monday.

B) The bus is leaving at 9 so you'd better get ready.

C) I think I'll take the 9 o'clock bus.

D) The bus will leave at 9 unless there is a problem at the station.

E) The bus will be leaving at 9 whether you are on it or not. 

Going further

English grammar as an expression of distance.
http://seansenglishclassroom.pbworks.com/w/page/41658221/English%20Grammar%20and%20Thinking%20in%20English

ANIA B2.3 (2pm)

Class

1) Vocabulary recycling (international business) BEC Masterclass workbook p. 44

2) Error correction: countable & uncountable nouns, word forms (suffixes)

3) Approaches to tenses. Aspects: simple, continuous, perfect

Homework 

Find a written or spoken text (e.g. an article from the internet) and highlight all the tenses. Why do you think the writer/speaker chose to use those tenses?

Going further

The English Tense System http://seansenglishclassroom.pbworks.com/w/page/11442655/The%20English%20Tense%20System

Thinking in English http://seansenglishclassroom.pbworks.com/w/page/41658221/English%20Grammar%20and%20Thinking%20in%20English

ANIA A2.2 (12:30pm)

Class

Discussion: listening strategies

Listening occurs in 3 stages:

Before

During

After

Each stage is equally important - predict before you listen, don't be distracted by words you don't know while you are listening, and fill in anything you have missed using context after you have listened. 

Homework

Go to the BBC or another website and download a podcast.

E.g. http://www.bbc.co.uk/podcasts

Podcasts about international news are useful as you can always read a report in an Italian newspaper first and then listen to how the same story is reported in English. 

Choose a short broadcast (maximum 5 minutes) but listen to it 3 or 4 times. Do you understand more each time you listen? Did you find any new words?

The Great Vowel Shift

"If you think English spelling is confusing — why "head" sounds nothing like "heat," or why "steak" doesn't rhyme with "streak," and "some" doesn't rhyme with "home" — you can blame the Great Vowel Shift. Between roughly 1400 and 1700, the pronunciation of long vowels changed. "Mice" stopped being pronounced "meese." "House" stopped being prounounced like "hoose." Some words, particularly words with "ea," kept their old pronounciation. (And Northern English dialects were less affected, one reason they still have a distinctive accent.) This shift is how Middle English became modern English. No one is sure why this dramatic shift occurred. But it's a lot less dramatic when you consider it took 300 years. Shakespeare was as distant from Chaucer as we are from Thomas Jefferson."

Taken from 25 Maps that explain the English Language
http://www.vox.com/2015/3/3/8053521/25-maps-that-explain-english

ANIA C2 Group 8

Class
Literature continued:

Literary Genres
8 Offbeat Literary Genres To Get Lost In
http://www.dictionary.com/slideshows/offbeat-literary-genres

Elena Ferrante
Introduction - Discussion

1. Have you ever read a book that you would describe as a “a real page turner”, a compelling novel that you “just couldn’t put down”?
2. Have you read any novels by Elena Ferrante? 
3. What do you know about the recent scandal surrounding Ferrante - the Ferrante Furor?
4. Why do you think some writers choose to write under a pseudonym?
5. Do you think that knowing details about the writer’s life changes the way you experience their fiction?
6. What do you think is the biggest challenge facing someone translating a novel from one language to another? 

Listening
1. Ann Goldstein - translator of Elena Ferrante’s The Neapolitan Quartet and The Complete Works of Primo Levi
http://www.npr.org/2016/02/20/467382711/translator-behind-elena-ferrante-novels-says-her-job-is-to-be-an-enabler

1. How does "Ferrante fever” work?
2. What other job does Goldstein hold down as well as being a translator?
3. When and how did she learn Italian?
4. Does she try to recreate an Italian style when she translates?
5. What does she personally like about Ferrante’s novels?
6. What is her translating ‘philosophy’?
7. According to Goldstein, what are the characteristics of Primo Levi’s writing?
8. How does Goldstein see her own literary life? 

Check your answers by listening again by reading the summary below.
(n.b. it is a summary not a word for word transcript)


Read through the summary again noting any new words, collocations, phrasal verbs, fixed phrases and idiomatic expressions.

2. The Ferrante Furore http://www.dw.com/en/inside-europe-unmasking-elena-ferrante/av-36033214

Vocabulary
Copy editor  - more than a proof reader or a fact checker see: http://www.theslot.com/copyeditors.html

Enabler or facilitator? http://2kop.blogspot.it/2011/07/teach-man-to-fish.html

Homework
Reading
This month Claudio Gatti claimed to reveal the true identity of author Elena Ferrante. Do you think that he was justified in doing so? Read the article below, what arguments do his supporters and detractors use? Which arguments do you believe are the most persuasive?

For Literary World, Unmasking Elena Ferrante Is Not A Scoop. It's A Disgrace
October 3, 20164:21 PM ET

http://www.npr.org/sections/thetwo-way/2016/10/03/496406869/for-literary-world-unmasking-elena-ferrantes-not-a-scoop-its-a-disgrace

Going Further:
Set Texts for CPE 2016 - 2017
If you enjoy reading in English, it might be an idea to prepare for the set text question in the writing paper for the CPE exam. The set texts for 2016 - 2017 are Penelope Lively: Family Album
F. Scott Fitzgerald: The Great Gatsby (novel or screenplay to the 2013 film adaptation)

Viewing
Author: The J.T. LeRoy Story

https://www.youtube.com/watch?v=8gdhrL2ta88
https://www.youtube.com/watch?v=wvMja-moAlE
https://www.youtube.com/watch?v=Wictg7mCis4


After watching the following clips, do you think Elena Ferrante’s situation is any different to the scandal involving J.T. LeRoy in 2006?

ANIA C1 Group 6 (12:30pm)

Class

1. Pronunciation - phonemes, neutral and contrastive stress, tones. http://seansenglishclassroom.pbworks.com/w/page/11442648/Pronunciation
2. Introduction to the English tense system http://seansenglishclassroom.pbworks.com/w/page/11442655/The%20English%20Tense%20System

Note on Tones
What tone would you use for a shopping list?
bread↗milk↗eggs↗fruit↘︎
(or fall rise if asking for confirmation = Have I forgotten anything?)

What tone would a Doctor use when checking off symptoms in a medical exam?

"cough→headache→runny nose→"A level tone makes the doctor sound more detached and less intrusive so the patient feels more confident.

Homework
Find a text - any source - newspaper, magazine, internet - and print off a copy. Highlight all the tenses used. Why do you think the author has chosen these tenses?

ANIA 2.2 Group 2 (12:30pm)

Class

Pronunciation - working with the phonemic chart

Pronunciation Games - Hidden Names

Noticing the relationship between spelling and pronunciation:

E.g. c, s and sh can all be pronounced /ʃ / as in ocean, sure and shop, j, ge, and d can all be pronounced /d͡ʒ/ as in jump, ledge and soldier

What other patterns can you find from today's activity?

Vowels

Look at the difference between British English and Italian vowels in the charts below. 

Think about why they are different. Consider: long/short vowels, position of the tongue, how far forward the sound is made in the mouth.

Homework

Next week we are going to work on listening skills. Think about a situation when you had difficulty listening in English. Why was it so difficult?

Going Further - listening - songs

Listen to the different vowel sound in Sheila and Shayla.

The Smiths "Sheila Take A Bow"

Blondie "Shayla" 

ANIA B2.3 Group 5 (2pm)

Class

International Markets

Key Vocabulary

Ways of expanding internationally:

Setting up a sales subsidiary

Finding a distributor (check the pronunciation - which syllable is stressed?)

Buying a local company

Verbs/phrasal verbs

To work out a deal (negotiate)

To work out a problem (resolve)

To buy up something (completely)

To buy out a business partner

To move into a new maket = to enter a new market

To enter into a contract/agreement

False friends

Argument: (i) a verbal disagreement, (ii) the point of view expressed in an article or essay.

Topic: the subject of a discussion, article or essay. 

Homework 

Revise today's vocabulary and discussion points (e.g. The role of trade fairs, chambers of commerce, trade delegations, embassies, subsidiaries, distributors in international trade) as this will be useful for next week's listening activities. 

All Students - New Zealand English

Last month, The Urban List website published Martha Brooke's entertaining article,  37 Kiwi Words That Will Confuse The Hell Out Of You. The list includes such kiwisms as:

• Scroggin
• Munted
• Togs
• Dodgy 
• Capsicum
• Bach
• Jandals
• Beaut
• Bro

What do you think they mean? If you are stumped, find out the definitions from the article available on the link below:

https://www.theurbanlist.com/auckland/a-list/37-kiwi-words-that-will-confuse-the-hell-out-of-you?utm_medium=email&utm_campaign=Auckland%20B2C%20eNews%2022916&utm_content=Auckland%20B2C%20eNews%2022916+Version+B+CID_284c0016ebab97b3e369d23bed0c4c24&utm_source=Campaign%20Monitor%20Emails&utm_term=37%20Kiwi%20Words%20That%20Will%20Confuse%20The%20Hell%20Out%20Of%20You

ANIA C2 Group 8 (2pm)

Class
Literature and Language Learning - Part One: Margaret Atwood
Introduction - Discussion

1. What was the last novel that you really enjoyed?
2. Do you have a favourite author whose books you particularly like?
3. What genres do you prefer? Historical novels? Thrillers? Dystopian Fiction?
4. Have you read any books both in their original language and in translation? How different was the reading experience for you?

Listening - Margaret Atwood
http://www.npr.org/2015/09/30/444775853/now-is-not-the-time-for-realistic-fiction-says-margaret-atwood

1. How does Margaret Atwood’s novel, The Heart Goes Last, demonstrate the intersection between storytelling and new technology?
2. How does the author describe the book?
3. What is the setting of the novel?
4. Why did Atwood want to write about penal institutions?
5. According to Mat Johnson, what is the most enjoyable characteristic of Atwood’s work?
6. In Atwood's opinion,’why are readers more attracted to fantasy fiction now? 

Check your answers by listening again by reading the summary provided on the link (also available on the handout).
(n.b. it is a summary not a word for word transcript)

Homework

1. Margaret Atwood is Canadian. Do you notice any differences between her accent and U.S. accents you have heard? 
2. Would you be interested in reading The Heart Goes Last? Why/why not?
3. Read through the summary again noting any new words, collocations, phrasal verbs, fixed phrases and idiomatic expressions. 

New Vocabulary

• wry

Adjective

Word forms: wrier, wriest, wryer or wryest

drily humorous; sardonic

• scrounge

Verb informal

1. (when intr, sometimes foll by around) to search in order to acquire (something) without cost

2. to obtain or seek to obtain (something) by cadging or begging

• footing

Noun

a secure grip by or for the feet

ANIA C1 Group 6 (12:30pm)

Class
Pronunciation
Introduction to phonemic chart

How the chart relates to where and how you make the sounds

For more detailed notes go to http://seansenglishclassroom.pbworks.com/w/page/11442648/Pronunciation

For vowels ask 3 questions:

1. Is it long or short?
2. Is the tongue at the top, in the middle or at the bottom of the mouth?
3. Do you make the sound at the front, middle or back of the mouth?

For consonants think about:

1. How do you make the sound?
2. Where do you make the sound?
3. Is the sound made by vibrating the vocal chords or not ( is it voiced or unvoiced)?

Treat the chart like a map and it will help you find where to make the sound.

Homework

1. Finish the "hidden names" game.
2. Download the Sounds Right App for iPad iPhoneor an equivalent phonemic chart for your tablet or phone or android to use in class. Get to know the chart. Which sounds are the most difficult to pronounce or distinguish?

All Students - Take advantage of the Rome Film Festival

The Rome Film Festival starts today and runs until 23rd October at the Auditorium. This is a great opportunity to see films in original language from all over the world. Subtitles are provided in Italian and projected on a separate smaller screen below the main screen so as not to obstruct the images. As well as the films, there are many live events including Q & A sessions with Oliver Stone, Viggo Mortensen and Meryl Streep. Most tickets to the films and the live events cost €10 and there are several retrospectives and special screenings which are free. To download the programme go to http://www.romacinemafest.it/en/rome-film-fest/programme/

Hope to see you there this weekend!






Here are some suggested highlights of the English language films:

• Moonlight
• Manchester By The Sea
• The Last Laugh
• Birth of a Nation
• Captain Fantastic
• Florence Foster Jenkins
• Hunt For The Wilder-people
• Lion
• Sing Street
• Tom Hanks retrospective (free entry)
• Retrospective of American political cinema (free entry) 

ANIA A2.2 Group 2 (12:30pm)

Class

Introduction to phonemic chart

For vowels ask 3 questions:

Is it long or short?

Is the tongue at the top, in the middle or at the bottom of the mouth?

Do you make the sound at the front, middle or back of the mouth?

For consonants think about:

How do you make the sound?

Where do you make the sound?

Is the sound made by vibrating the vocal chords or not ( is it voiced or unvoiced)?

Treat the chart like a map and it will help you find where to make the sound.

Homework

1. Finish the "hidden names" game.
2. Download the Sounds Right App for iPad iPhoneor an equivalent phonemic chart for your tablet or phone or android to use in class. 

https://learnenglish.britishcouncil.org/en/apps/sounds-right

ANIA B2.3 Group 5 (2pm)

Class

Vocabulary from warm up free speaking:

Cold symptoms: headache (note pronunciation /eik/), cough (noun and verb), blocked nose, runny nose, sore throat.

Gardening: prune/cut back a hedge/plant/tree, water plants/the garden, rake leaves, mow the lawn/cut the grass, plant a tree/seeds.

Lexical precision and connotation:

Walk - stride (strode, stridden), stroll, shuffle, trudge

Writing Skills

Making requests and writing concisely

(Adapted from BEC Masterclass p. 29)

ANIA C2 Group 8 (2pm)

Class
What is bravery to you?
Who is someone you admire for their bravery?

Reclaiming Fear by Magda Szubanksi
http://player.themoth.org/#/?actionType=ADD_TO_FAVORITES&storyId=561

Magda Szubanski  is an Australian television and film actress, comedian and writer. She is best known internationally for her work on Babe and Happy Feet and their sequels but is much loved in Australia for her TV comedy work especially on the series Kath & Kim. Her memoir, Reckoning was released in 2015 and won Book of the Year at the Australian Book Industry Awards in May 2016.


1. Vocabulary
publicist
unflattering
to eviscerate (If you described yourself as feeling eviscerated, how would you feel?)
(fear of) the mob
triage

Collocations & Expressions
to relish the prospect
to be beside yourself with (usually followed by a strong emotion e.g. joy, anger, grief, despair)
(to be) in the thick of it/something

Cultural References
terry towelling hat 
Jenny Craig 
Kirstie Alley
to mow the lawn 
bathers
newsstand 
lounge room




Based on the title of the story and the key words, expressions and references we have discussed, what do you think Szubanksi will talk about?

2. Listening

1. How did the news of the paparazzi photos make her feel? Why?
2. What does she think people really mean when they praise her for being brave? 
3. What happened to her father in 1943?
4. Why does she feel conflicted about her father’s role in the war?
5. What happened when she was 9 years old that changed her perception of both WWII and her father?
6. How did the documentary make her feel?
7. What surprised her about her father’s reaction to the documentary and how did this change their relationship?
8. At what point did she conquer her fear?
9. What is the great privilege she acknowledges at the end of the talk?

Apart from vocabulary, what features of Australian English did you notice?

Homework
Listen to the recording again, this time noticing the new vocabulary from today.

Going Further

• Magda Szubanksi's comedy

• Live Stories from ABC Australia - Soundcloud link - including Reclaiming Fear 

https://soundcloud.com/abc-conversations/live-stories-vol-6-true-stories-told-live-on-stage

• The Moth https://themoth.org

ANIA C1 Group 6 (12:30pm)

Class
The link between pronunciation, listening and grammar. How noticing the features of fast connected speech can help you identify grammatical structures more effectively.

http://seansenglishclassroom.pbworks.com/w/page/32174148/Conditionals%20and%20Pronunciation

Homework
Look at the sentences again. Which words/syllables were stressed? What happened to the once that weren't? Think about:

Assimilation

1. Anticipatory/regressive -  becomes more like the next sound - most common in fast connected speech
2. Retrospective/progressive - becomes more like the preceeding sound
3. Fusion - two sounds merge usually making an affricate

Bad man (place) /bæbmɑn/

Good times* (voice) /gʊttɑɪmz/

Good night  (manner) /gʊnnɑɪt/

Gonna, gimme etc /gɪmmi/

Have to, used to are examples of progressive devoicing /haftə/

/juːstə/

Would you, caught you examples of fusion - /kɔːʈʃuː/

/wʊdʒuː/

*double tt consonant like in Italian - extra long closure followed by a release. 

Elision

Loss of /t/ and /d/ sounds

Handbag /hambæg/

Elision of vowels: she's, geography, police, bottle. /ʃiːz dʒɒgrəfiˑ plɪːs bɒtl/

Insertion

Approximants /r/ /j/ / w/

My aunt, your uncle, how awful, I understand, go under, to others, be optimistic

/mɑɪjaːnt jɔːrʌŋkl hɑʊwɔːfʊl aɪʌndəstænd gɑʊwʌndə tuːwʌðəz biːjɒptəmIstIk/

He didn't watch tv or go to work

Semi vowel /j/ helps move from a front closed vowel /i:/ to a back half open one /ɔː/

ANIA B2.3 Group 5 (2pm)

Class
Business Travel 
1. Vocabulary
queue (noun and verb)
Collocations
fasten (your) seatbelt
make a reservation
free of charge
leave a tip
Pronunciation
aisle
Corrections
take get a pen
more quicker much quicker

2. Comparative and Superlative Forms
Check the rules here http://www.eflnet.com/tutorials/adjcompsup.php
Irregular Forms
good, better, the best
little, less, the least
Intensifiers
Much better
Much more beautiful
Phrases
more and more
less and less

3. Writing Short Letters & Emails

Today's material was taken from the BEC Masterclass Workbook pp. 14 - 15, 18.

Homework
Highlight useful phrases from today's writing examples. They could be useful for our class next week.

ANIA 2.2 Group 2 (12:30 pm)

Class

• Vocabulary Skills

Activities to help you learn a word (see previous blogpost)

• Dictionary Skills - words with several meanings e.g. cool (trendy), mild (not very strong), hot (spicy), warm (friendly), bright (intelligent).

• New Vocabulary (click on the word to get more information from the Collins online dictionary) 

trendy

straight

leaf (plural leaves)

handwriting

Homework

1. Finish the exercises on the worksheet - questions 4a, 4b (opposites)
2. Practice today's vocabulary tasks using one or two new words from today's lesson 

ANIA C2 Group 8 (2pm)

Class
Banned Books Week
Discussion and Listening

1. What is Banned Books Week and what is its purpose?
2. How did the event begin?
3. What are some famous examples of banned books throughout history?
4. Why do you think a literary classic such as Brave New World was banned? 
5. Why do you think children’s book, The Lorax, was banned?
6. Is censorship a dangerous concept?
7. Do librarians have a responsibility as “gatekeepers” or do they have a different role? 

Now listen to this interview from Radio New Zealand. How does the librarian from Christchurch Polytech, Julie Humby, answer the above questions?

1. What phrase does Julie Humby use when giving an answer she is not 100% sure is correct?
2. Julie Humby describes herself as an "out there” parent. What does she mean?
3. Did you have any difficulties with the New Zealand accents? What differences do you notice between New Zealand and R.P. or standard American accents? 

To listen again go to: http://www.radionz.co.nz/national/programmes/sunday/audio/20151340/banned-books-week,-a-spotlight-on-censorship

Reading

1. Before you read, look at the most challenged books of 2001 and 2015. Do you detect a change in the type of books that are being challenged? 
2. Now read the article - what changes does the author highlight?

http://time.com/4505713/banned-books-week-reasons-change/

Homework

1) CPE type exercise. Read through the article again and make a list of the key points in your own words. Using your notes write a short summary (50 - 60 words) of the article.

What the List of Most Banned Books Says About Our Society’s Fears

Sarah Begley @SCBegley 6:00 AM ET

http://time.com/4505713/banned-books-week-reasons-change/

2) Listen to the interview again identifying sections where the accent made it difficult to understand. 

Going Further

Listening

http://www.radionz.co.nz/national/programmes/checkpoint/audio/201774635/all-restrictions-lifted-on-the-first-book-banned-in-20-years

Reading

http://www.care2.com/causes/my-high-school-librarian-gave-me-a-potentially-banned-book-that-changed-my-life.html

ANIA C1 Group 6 (12:30pm)

Class - focus: listening strategies and skills
Discussion
What are the factors that prevent equal representation of men and women in politics?


Vocabulary
What do the following words and expressions mean:
(to play) good cop/bad cop
(to be as) hard as nails
to heckle someone
showy
to wear your heart on your sleeve
to backstab someone
backlash

Listening
http://www.dw.com/en/top-stories/europe/s-1433

First & Second Listening - Comprehension

1. What was Theresa May’s position before becoming PM? 
2. What similarities does the report mention between May and Margaret Thatcher?
3. What does Sarah Gordon from The Financial Times say about the difference between male and female politicians?
4. What was controversial about then PM David Cameron’s treatment of  MP Angela Eagle in 2011? 
5. What examples does the reporter give to support her claim that there has been a surge of women into power since 2011?
6. Is there parity between men and women in Theresa May’s cabinet? 
7. What is May’s biggest challenge and why?

Homework
Third Listening - Vocabulary
Listen again noting how the vocabulary in the first exercise was used. Note down any other new or unusual vocabulary that you hear.

Corrections
The people is...    The people are...

ANIA A2.2 Group 2 (12:30pm)

Writing down a translation of new words is always helpful but it doesn't mean you know the word. It is a starting point only. Spend some time with your dictionary and see what information it can give you about the word. The more information you have about the word, the more you are likely to remember it. 

9 Things you can do to help you learn a new word:

E.g. Happy

1. Make a note of the part of speech. Happy is an adjective so it will come before the noun. Sometimes it will follow a noun in a compound like trigger-happy but this gives the word a different meaning.  

2.  Write down a definition in English e.g. To feel positive/good, pleased, glad

3. Practice the Pronunciation. Listento it, say it, record yourself saying it. Say it in a sentence - does it sound different? Listen to the pronunciation on the online dictionary. Are there any variations e.g. British/ American English?

4. Write down sentences and other examples of its usage.

He was really happy to see his family again.

Happy is often used when offering our best wishes to someone, e.g.

Happy birthday!

Happy anniversary!

Happy holidays! (An alternative to Merry Christmas!)

5. Use the word to make other forms e.g. Happiness (noun), Happily (adverb), Happier (comparative), Happiest (superlative).

6. Note its synonyms: glad, pleased, joyous

7. And antonyms: unhappy, sad

8. Notice collocations and expressions which include the word: to be happy to see someone, a happy mood, a happy frame of mind, happy go lucky

9. Practice by noticing the word when you read and listen. Using songs is a great way to help you remember pronunciation, meaning and use.