- Create a gmail account. The only email account that blogger will allow you to create a blog with is gmail, so you must create a gmail account. To do this, go to www.gmail.com and click on the button that says "create account"
- Then, go to www.blogger.com and click on the orange button that says "Create a blog". Follow all the steps needed to create a blog.
- Once you have created a blog, you can follow blogs. You can choose to follow my blog and Altaa-teacher's blog. Then, everytime you log onto blogger.com, you will see if we have updated new posts. Also, you should be able to make comments on our posts if you are signed in to your blogger blog.
- Finally, once you have created a blogger account, you can use your blog to write (in English or Mongolian) about anything you want. Have fun with it!
Tuesday, October 19, 2010
How to post a comment on blogger
It has come to my attention that some of the students have tried to post comments on this blog (yay!) but found it extremely difficult (boo-urns!). I think the easiest way to post a comment on this blog is probably to create your own blogger account. Here's what you have to do:
20-23 October, 2010: A2 Class
Lesson 2
In this lesson, we defined what a suggestion is:
suggestion (N) "telling someone that maybe they should do something"
We looked at a few different ways to make suggestions and some possible positive and negative responses to the suggestions:
Why don't we go out on a date?
What about going out on a date?
Would you like to go out on a date?
Let's go out on a date.
Shall we go out on a date? (But Marie doesn't like this one. She thinks it sounds hoity-toity, and she suggests saying "should", instead, if you really want to phrase your suggestion like this:)
Should we go out on a date?
Notice that the verb that follows the suggestion stem is always in the base form (the most basic form, such as go, eat, do, take, etc), except for after the stem "What about...?", when the verb is in the progressive form (going, eating, doing, taking, etc).
If someone makes a suggestion to you and your answer is "yes", here are a few ways you can respond:
That's a good idea.
Sure, I'd love to!
Why not?
Sounds good.
Sounds great.
Let's do it.
If someone makes a suggestion to you and your answer is "no", here are a few ways you can respond:
Sorry, I can't.
I'm afraid I can't.
I'd love to, but....
Sorry, I'm busy.
We spent the rest of class practicing making suggestions with our partners.
Lesson 1
In this class, we reviewed the present continuous. We did an exercise in our books based on "Fiona's" week in which we practiced asking and answering questions about Fiona's week.
Example: Is Fiona getting a present for her mom's birthday on Tuesday? --> No, she isn't. She's getting it on Wednesday.
Is Fiona eating out with her parents on Wednesday? --> Yes, she is.
We also practiced talking with a partner about what are plans are for the upcoming weekend using the present continuous.
In this lesson, we defined what a suggestion is:
suggestion (N) "telling someone that maybe they should do something"
We looked at a few different ways to make suggestions and some possible positive and negative responses to the suggestions:
Why don't we go out on a date?
What about going out on a date?
Would you like to go out on a date?
Let's go out on a date.
Shall we go out on a date? (But Marie doesn't like this one. She thinks it sounds hoity-toity, and she suggests saying "should", instead, if you really want to phrase your suggestion like this:)
Should we go out on a date?
Notice that the verb that follows the suggestion stem is always in the base form (the most basic form, such as go, eat, do, take, etc), except for after the stem "What about...?", when the verb is in the progressive form (going, eating, doing, taking, etc).
If someone makes a suggestion to you and your answer is "yes", here are a few ways you can respond:
That's a good idea.
Sure, I'd love to!
Why not?
Sounds good.
Sounds great.
Let's do it.
If someone makes a suggestion to you and your answer is "no", here are a few ways you can respond:
Sorry, I can't.
I'm afraid I can't.
I'd love to, but....
Sorry, I'm busy.
We spent the rest of class practicing making suggestions with our partners.
Lesson 1
In this class, we reviewed the present continuous. We did an exercise in our books based on "Fiona's" week in which we practiced asking and answering questions about Fiona's week.
Example: Is Fiona getting a present for her mom's birthday on Tuesday? --> No, she isn't. She's getting it on Wednesday.
Is Fiona eating out with her parents on Wednesday? --> Yes, she is.
We also practiced talking with a partner about what are plans are for the upcoming weekend using the present continuous.
20-21 October, 2010: C1 Class
Lesson 2
In this lesson, we reviewed how to describe people. We learned the difference between asking what someone looks like and what someone is like.
Example: What does Tuguldur look like? (you should tell about his physical qualities like his height [short/tall], weight [slim/chubby], hair, and eyes)
What does Tuguldur look like? --> He is tall and slim and he has dark hair and brown eyes.
What is Tuguldur like? (you should tell about his personal qualities, like his intelligence, humour, etc)
What is Tuguldur like? --> He is kind, polite, and intelligent.
We also reviewed the difference between "he/she is..." and "he/she has...". If we say "he/she is...", we have to continue with something about their height, weight or their personal attributes (kind, funny, polite, etc). If we say "he/she has...", we have to continue with something about their eyes or hair. If we say "Tuguldur is dark hair", we are saying that "Tuguldur = dark hair", that he is just one big blob of dark hair and nothing else, so please remember and practice this distinction!
We finished the class by doing a class survey, which was a lot of fun.
Lesson 1
In this lesson, we reviewed and practiced how to describe people.
Remember that we use "have" + hair and eyes, and "be" + height and weight,
Example: I am short and chubby and I have long brown hair and blue eyes.
If we say "BE" + hair or eyes (as in "I am blue eyes"), it sounds wrong because it sounds like I = eyes, that I am just two big eyes, and that I don't also have a nose, a mouth, ears, arms, legs, etc. People have eyes the same way they have a t-shirt, a jacket, a hairstyle, or a book.
We also noticed that when we describe someone's hair, there is a special order we need to use:
length > type > colour
Example: long curly dark hair, short straight blond hair, short, wavy dark hair, etc
We also have to be careful because fair hair only describes hair that is extremely light in colour, such as hair that is blond, red, or possibly extremely light brown (but I have yet to see someone in Mongolia who has fair hair, so we can all safely say that we don't have fair hair).
One more point to note is that we never say that we have "black eyes", no matter how dark brown our eyes are. Even if our eyes are extremly dark brown, we will always say that we have "brown eyes."
Example: I have black eyes. (wrong) --> I have brown eyes. (correct)
In this lesson, we reviewed how to describe people. We learned the difference between asking what someone looks like and what someone is like.
Example: What does Tuguldur look like? (you should tell about his physical qualities like his height [short/tall], weight [slim/chubby], hair, and eyes)
What does Tuguldur look like? --> He is tall and slim and he has dark hair and brown eyes.
What is Tuguldur like? (you should tell about his personal qualities, like his intelligence, humour, etc)
What is Tuguldur like? --> He is kind, polite, and intelligent.
We also reviewed the difference between "he/she is..." and "he/she has...". If we say "he/she is...", we have to continue with something about their height, weight or their personal attributes (kind, funny, polite, etc). If we say "he/she has...", we have to continue with something about their eyes or hair. If we say "Tuguldur is dark hair", we are saying that "Tuguldur = dark hair", that he is just one big blob of dark hair and nothing else, so please remember and practice this distinction!
We finished the class by doing a class survey, which was a lot of fun.
Lesson 1
In this lesson, we reviewed and practiced how to describe people.
Remember that we use "have" + hair and eyes, and "be" + height and weight,
Example: I am short and chubby and I have long brown hair and blue eyes.
If we say "BE" + hair or eyes (as in "I am blue eyes"), it sounds wrong because it sounds like I = eyes, that I am just two big eyes, and that I don't also have a nose, a mouth, ears, arms, legs, etc. People have eyes the same way they have a t-shirt, a jacket, a hairstyle, or a book.
We also noticed that when we describe someone's hair, there is a special order we need to use:
length > type > colour
Example: long curly dark hair, short straight blond hair, short, wavy dark hair, etc
We also have to be careful because fair hair only describes hair that is extremely light in colour, such as hair that is blond, red, or possibly extremely light brown (but I have yet to see someone in Mongolia who has fair hair, so we can all safely say that we don't have fair hair).
One more point to note is that we never say that we have "black eyes", no matter how dark brown our eyes are. Even if our eyes are extremly dark brown, we will always say that we have "brown eyes."
Example: I have black eyes. (wrong) --> I have brown eyes. (correct)
20-21 October, 2010: C2 Class
Lesson 2
In this class, we reviewed the direction words (left, right, next to, between, and opposite). We also reviewed the new vocabulary from last lesson (record shop, bank, station, supermarket, restaurant, and hotel). We then learned the sentence structure "The [PLACE] is on the left", and we practiced using a map in our book, as well as a map of Seoul street, which Marie drew on the chalkboard, eg:
The theatre is on the left.
The embassy is on the right.
The record shop in on the right.
The restaurant is on the left.
etc.
Lesson 1
In this lesson, we reviewed how to introduce ourselves and say where we come from. We learned a song/chant, and we added one more stanza saying about ourselves. It went like this:
My name is [NAME],
And I'm from Mongolia.
How are you, how are you,
And how are you today?
Then, we moved on to Unit 2, in which we learned some words for giving directions.
turn left* --> turn towards your left side
turn right* --> turn towards your right side
next to --> beside
between --> has two things on either side of it
opposite --> across from something
I also taught the kids my special trick for remembering left from right. Stick just your thumb and forefinger out. The one that makes an "L" shape is your left hand ("L" is for 'left'). The one that makes a backward "L" is your right hand.
We also learned some vocabulary in this lesson:
record shop --> where you buy CDs or music
bank --> where you keep your money
station --> where you catch a train or bus
supermarket --> where you buy food to cook at home, supplies for your home, and things like soap and shampoo
restaurant --> where you go to eat a meal which somebody else cooks for you
hotel --> where you sleep when you are on vacation
In this class, we reviewed the direction words (left, right, next to, between, and opposite). We also reviewed the new vocabulary from last lesson (record shop, bank, station, supermarket, restaurant, and hotel). We then learned the sentence structure "The [PLACE] is on the left", and we practiced using a map in our book, as well as a map of Seoul street, which Marie drew on the chalkboard, eg:
The theatre is on the left.
The embassy is on the right.
The record shop in on the right.
The restaurant is on the left.
etc.
Lesson 1
In this lesson, we reviewed how to introduce ourselves and say where we come from. We learned a song/chant, and we added one more stanza saying about ourselves. It went like this:
My name is [NAME],
And I'm from Mongolia.
How are you, how are you,
And how are you today?
Then, we moved on to Unit 2, in which we learned some words for giving directions.
turn left* --> turn towards your left side
turn right* --> turn towards your right side
next to --> beside
between --> has two things on either side of it
opposite --> across from something
I also taught the kids my special trick for remembering left from right. Stick just your thumb and forefinger out. The one that makes an "L" shape is your left hand ("L" is for 'left'). The one that makes a backward "L" is your right hand.
We also learned some vocabulary in this lesson:
record shop --> where you buy CDs or music
bank --> where you keep your money
station --> where you catch a train or bus
supermarket --> where you buy food to cook at home, supplies for your home, and things like soap and shampoo
restaurant --> where you go to eat a meal which somebody else cooks for you
hotel --> where you sleep when you are on vacation
Monday, October 18, 2010
19-23 October, 2010: Grade 2 and 3
This week, we are continuing to review the ABCs, and we are practicing words with the short /i/ sound. Some words we are learning to read and write are:
kid / sit / lit / pig / rig / big / bid / bib / bid / kit / fig / fin / pin / wig / dig / rid / rim / tix / six / win / lisp / list / limp / risk
kid / sit / lit / pig / rig / big / bid / bib / bid / kit / fig / fin / pin / wig / dig / rid / rim / tix / six / win / lisp / list / limp / risk
19-23 October, 2010: C3 Class
Lesson 1
Thank you for finally sitting in your seating plan today, C3 class!! I appreciate it, and it meant that our class went much smoother today.
In this lesson, we reviewed the possessive determiners, which are:
my --> to talk about something which belongs to the person speaking
your --> to talk about something which belongs to the person you are speaking to
his --> to talk about something that belongs to just one boy
her --> to talk about something that belongs to just one girl
its --> to talk about something that belongs to just one thing
our --> to talk about something which belongs to the speaker and one or more other people
your --> to talk about something which belongs to several people to whom you are speaking
their --> to talk about something which belongs to several people you are talking about
Examples:
That's me and that's my mother.
Thats you and that's your brother.
That's Blake and that's his dad.
That's John and that's his mom.
That's Danielle and that's her daughter.
That's Jenna and that's her dog.
That's a bird and that's its nest.
That's a chicken and those are its eggs.
That's us and that's our classroom.
That's you guys and that's your teacher.
That's Ideree and Odonzaya and that's their mother.
Thank you for finally sitting in your seating plan today, C3 class!! I appreciate it, and it meant that our class went much smoother today.
In this lesson, we reviewed the possessive determiners, which are:
my --> to talk about something which belongs to the person speaking
your --> to talk about something which belongs to the person you are speaking to
his --> to talk about something that belongs to just one boy
her --> to talk about something that belongs to just one girl
its --> to talk about something that belongs to just one thing
our --> to talk about something which belongs to the speaker and one or more other people
your --> to talk about something which belongs to several people to whom you are speaking
their --> to talk about something which belongs to several people you are talking about
Examples:
That's me and that's my mother.
Thats you and that's your brother.
That's Blake and that's his dad.
That's John and that's his mom.
That's Danielle and that's her daughter.
That's Jenna and that's her dog.
That's a bird and that's its nest.
That's a chicken and those are its eggs.
That's us and that's our classroom.
That's you guys and that's your teacher.
That's Ideree and Odonzaya and that's their mother.
Sunday, October 17, 2010
18-21 October, 2010: B1 Class
Lesson 3
In this class, we reviewed the present continuous. We did an exercise in our books based on "Fiona's" week in which we practiced asking and answering questions about Fiona's week.
Example: Is Fiona getting a present for her mom's birthday on Tuesday? --> No, she isn't. She's getting it on Wednesday.
Is Fiona eating out with her parents on Wednesday? --> Yes, she is.
We also practiced talking with a partner about what are plans are for the upcoming weekend using the present continuous. After we finished partner-talking, we each took a turn coming up to the front of the class to tell the class about our fixed plans for next weekend, next summer, or next month.
Lesson 2
In this lesson, we reviewed the present continuous, which looks like this:
BE + VERBing --> I am writing a blog.
Then, we learned a very special form of the present continuous, which looks like this:
BE + GOING TO + VERB --> They are going to eat buuz for lunch.
We use this form of the present continuous to talk about future plans or intentions. We spend the rest of the class practicing the present continous.
Towards the end of class, we also learned that Marie will not tolerate note-passing in class, and we learned about how, when she catches you passing notes, once she learns to read Mongolian, she will read your notes out to the entire class. Until Marie learns to read Mongolian, however, Marie will let Bayaraa read your notes out to the entire class, so consider this fair warning!
Lesson 1
In this class, we learned the terms "party animal" and "home bird" (although Marie is certain that in North American English, we actually say "homebody"):
a party animal --> a person who really likes to party
a homebody --> a person who prefers to stay at home
We also learned some other vocabulary words for attributes and decided whether they would be more likely to be found in a party animal or in a homebody:
outgoing --> not afraid to talk to new people
sociable --> enjoys talking with people
quiet --> does not say much, and when a quiet person does talk, they do not talk loudly
popular --> is liked by everybody and has many friends
shy --> timid; afraid to talk to new people
friendly --> nice and kind to everybody
Then, we took a short quiz to figure out whether we are party animals or homebodies (Marie is definitely a homebody, even though she loves to travel the world). Some vocabulary that came up in the quiz is:
wedding reception --> the meal, dance, and party after two people get married
film --> movie
comfortable --> being in a state of mental or physical comfort
comfort --> feeling good
In this class, we reviewed the present continuous. We did an exercise in our books based on "Fiona's" week in which we practiced asking and answering questions about Fiona's week.
Example: Is Fiona getting a present for her mom's birthday on Tuesday? --> No, she isn't. She's getting it on Wednesday.
Is Fiona eating out with her parents on Wednesday? --> Yes, she is.
We also practiced talking with a partner about what are plans are for the upcoming weekend using the present continuous. After we finished partner-talking, we each took a turn coming up to the front of the class to tell the class about our fixed plans for next weekend, next summer, or next month.
Lesson 2
In this lesson, we reviewed the present continuous, which looks like this:
BE + VERBing --> I am writing a blog.
Then, we learned a very special form of the present continuous, which looks like this:
BE + GOING TO + VERB --> They are going to eat buuz for lunch.
We use this form of the present continuous to talk about future plans or intentions. We spend the rest of the class practicing the present continous.
Towards the end of class, we also learned that Marie will not tolerate note-passing in class, and we learned about how, when she catches you passing notes, once she learns to read Mongolian, she will read your notes out to the entire class. Until Marie learns to read Mongolian, however, Marie will let Bayaraa read your notes out to the entire class, so consider this fair warning!
Lesson 1
In this class, we learned the terms "party animal" and "home bird" (although Marie is certain that in North American English, we actually say "homebody"):
a party animal --> a person who really likes to party
a homebody --> a person who prefers to stay at home
We also learned some other vocabulary words for attributes and decided whether they would be more likely to be found in a party animal or in a homebody:
outgoing --> not afraid to talk to new people
sociable --> enjoys talking with people
quiet --> does not say much, and when a quiet person does talk, they do not talk loudly
popular --> is liked by everybody and has many friends
shy --> timid; afraid to talk to new people
friendly --> nice and kind to everybody
Then, we took a short quiz to figure out whether we are party animals or homebodies (Marie is definitely a homebody, even though she loves to travel the world). Some vocabulary that came up in the quiz is:
wedding reception --> the meal, dance, and party after two people get married
film --> movie
comfortable --> being in a state of mental or physical comfort
comfort --> feeling good
18-22 October, 2010: B2 Class
Lesson 3
In this lesson, we reviewed the letter to the pen pal and the structure. Then, we answered some questions about ourselves (How old are you? Where exactly are you from? What's your best friend's name? What year are you in at school? and What are some of your favourite things?). Then, we took turns telling the class our answers to these questions (in complete sentences).
**Homework**
Imagine you have a pen pal. Using your answers from the questions we talked about in class, and using the same form as the letter on page 14, write your own letter to a pen pal.
Lesson 2
In this lesson, we reviewed how to ask and answer where people come from. I told the class about my friends Frank and Roland and we asked and answered:
Where's Frank from? --> He's from Hawaii.
Where's Roland from? --> He's from Germany.
After that, we did a short speaking activity in which we had to practice asking and answering where people come from. When we finished the speaking activity, we had to group people according to the language which they speak based on the countries they come from. The countries and languages were:
Australia --> English
USA --> English
Germany --> German
Austria --> German
Spain --> Spanish
Mexico --> Spanish
At the end of the lesson, we reviewed capitalization. Remember that the first word of a sentence is always capitalized. So is the word "I", as are the first letters in people's names, in cities, and in countries. Then we read a pen pal letter and corrected any capitalization errors.
i am marie. --> I am Marie.
we live in mongolia. --> We live in Mongolia.
I like ulaanbaatar. --> I like Ulaanbaatar.
Lesson 1
In this class, we reviewed the stress and pronunciation for some words and nationalities. The bold syllable in the following words are the ones that get stressed (remember that the stressed syllable is the syllable that sounds louder or that gets said with more force):
Italy
Italian
Brazil
Canada
Poland
Austria
American
Mexico
Canadian
Brazilian
Chinese
Russia
Japan
We also learned how to use the verb BE in the negative form (with the word "not"):
I am not = I'm not --> I'm not Russian!
You are not = You're not = You aren't --> You aren't Chinese.
He is not = He's not = He isn't --> He isn't from Turkey.
She is not = She's not = She isn't --> She isn't listening.
It is not = It's not = It isn't --> It isn't from Canada.
We are not = We're not = We aren't --> We aren't checking this blog regularly.
They are not = They're not = They aren't --> They aren't passing notes in class.
Afterwards, we learned how to make a question with the verb BE. To make a question with the verb BE, all you have to do is remember to put BE at the beginning of the sentence and put your subject after it. So,
Altaa-teacher is from Mongolia. --> Is Altaa-teacher from Mongolia?
Marie-teacher is Canadian. --> Is Marie-teacher Canadian?
Italian shoes are really nice. --> Are Italian shoes really nice?
At the end of class, we learned how to ask and answer questions about where people come from. I told the class about my friends Linda, Leone, Mecca, Maria, Dongwoo, and Mohammed, and we practiced asking and answering where they come from:
Where's Leone from? --> She's from Sri Lanka.
Where's Linda from? --> She's from Ecuador.
Where's Mecca from? --> She's from the USA.
Where's Maria from? --> She's from Denmark.
Where's Dongwoo from? --> He's from Korea.
Where's Mohammed from? --> He's from Kuwait.
In this lesson, we reviewed the letter to the pen pal and the structure. Then, we answered some questions about ourselves (How old are you? Where exactly are you from? What's your best friend's name? What year are you in at school? and What are some of your favourite things?). Then, we took turns telling the class our answers to these questions (in complete sentences).
**Homework**
Imagine you have a pen pal. Using your answers from the questions we talked about in class, and using the same form as the letter on page 14, write your own letter to a pen pal.
Lesson 2
In this lesson, we reviewed how to ask and answer where people come from. I told the class about my friends Frank and Roland and we asked and answered:
Where's Frank from? --> He's from Hawaii.
Where's Roland from? --> He's from Germany.
After that, we did a short speaking activity in which we had to practice asking and answering where people come from. When we finished the speaking activity, we had to group people according to the language which they speak based on the countries they come from. The countries and languages were:
Australia --> English
USA --> English
Germany --> German
Austria --> German
Spain --> Spanish
Mexico --> Spanish
At the end of the lesson, we reviewed capitalization. Remember that the first word of a sentence is always capitalized. So is the word "I", as are the first letters in people's names, in cities, and in countries. Then we read a pen pal letter and corrected any capitalization errors.
i am marie. --> I am Marie.
we live in mongolia. --> We live in Mongolia.
I like ulaanbaatar. --> I like Ulaanbaatar.
Lesson 1
In this class, we reviewed the stress and pronunciation for some words and nationalities. The bold syllable in the following words are the ones that get stressed (remember that the stressed syllable is the syllable that sounds louder or that gets said with more force):
Italy
Italian
Brazil
Canada
Poland
Austria
American
Mexico
Canadian
Brazilian
Chinese
Russia
Japan
We also learned how to use the verb BE in the negative form (with the word "not"):
I am not = I'm not --> I'm not Russian!
You are not = You're not = You aren't --> You aren't Chinese.
He is not = He's not = He isn't --> He isn't from Turkey.
She is not = She's not = She isn't --> She isn't listening.
It is not = It's not = It isn't --> It isn't from Canada.
We are not = We're not = We aren't --> We aren't checking this blog regularly.
They are not = They're not = They aren't --> They aren't passing notes in class.
Afterwards, we learned how to make a question with the verb BE. To make a question with the verb BE, all you have to do is remember to put BE at the beginning of the sentence and put your subject after it. So,
Altaa-teacher is from Mongolia. --> Is Altaa-teacher from Mongolia?
Marie-teacher is Canadian. --> Is Marie-teacher Canadian?
Italian shoes are really nice. --> Are Italian shoes really nice?
At the end of class, we learned how to ask and answer questions about where people come from. I told the class about my friends Linda, Leone, Mecca, Maria, Dongwoo, and Mohammed, and we practiced asking and answering where they come from:
Where's Leone from? --> She's from Sri Lanka.
Where's Linda from? --> She's from Ecuador.
Where's Mecca from? --> She's from the USA.
Where's Maria from? --> She's from Denmark.
Where's Dongwoo from? --> He's from Korea.
Where's Mohammed from? --> He's from Kuwait.
18-23 October, 2010: A3 Class
Lesson 2
In this lesson, we reviewed how to ask and answer about where someone comes from. I told the class about my friends Leone, Mecca, Nancy, Mohammed, Roland, Mikael, Maria, and Dongwoo, and I had them ask me where they were from:
Where's Leone from? --> She's from Sri Lanka.
Where's Nancy from? --> She's from Egypt.
Where's Mecca from? --> She's from the USA.
Where's Mohammed from? --> He's from Kuwait.
Where's Roland from? --> He's from Germany.
Where's Mikael from? --> He's from France.
Where's Maria from? --> She's from Denamrk.
Where's Dongwoo from? --> He's from Korea.
We alsoreviewed the speaking activity which we did in our last class, and then we sorted some people based on which language they would speak based on the countries they come from:
Germany --> German
Austria --> German
Spain --> Spanish
Mexico --> Spanish
Australia --> English
USA --> English
We ended the class by doing a punctuation/grammar exercise. Remember that we capitalise the first letter in a sentence, the first letter in someone' s name, the word "I", the first letter in a city our country, a nationality, or a language.
We read a letter to a pen pal, and we practiced answering some questions about ourselves.
**Homework**
Using the questions you answered about yourself, and the same format as the pen pal letter we read in the book, write your own letter to a penpal.
Lesson 1
In this class, we reviewed the stress and pronunciation for some words and nationalities. The bold syllable in the following words are the ones that get stressed (remember that the stressed syllable is the syllable that sounds louder or that gets said with more force):
Italy
Italian
Brazil
Canada
Poland
Austria
American
Mexico
Canadian
Brazilian
Chinese
Russia
Japan
We also learned how to use the verb BE in the negative form (with the word "not"):
I am not = I'm not --> I'm not Russian!
You are not = You're not = You aren't --> You aren't Chinese.
He is not = He's not = He isn't --> He isn't from Turkey.
She is not = She's not = She isn't --> She isn't listening.
It is not = It's not = It isn't --> It isn't from Canada.
We are not = We're not = We aren't --> We aren't checking this blog regularly.
They are not = They're not = They aren't --> They aren't passing notes in class.
Afterwards, we learned how to make a question with the verb BE. To make a question with the verb BE, all you have to do is remember to put BE at the beginning of the sentence and put your subject after it. So,
Altaa-teacher is from Mongolia. --> Is Altaa-teacher from Mongolia?
Marie-teacher is Canadian. --> Is Marie-teacher Canadian?
Italian shoes are really nice. --> Are Italian shoes really nice?
In this lesson, we reviewed how to ask and answer about where someone comes from. I told the class about my friends Leone, Mecca, Nancy, Mohammed, Roland, Mikael, Maria, and Dongwoo, and I had them ask me where they were from:
Where's Leone from? --> She's from Sri Lanka.
Where's Nancy from? --> She's from Egypt.
Where's Mecca from? --> She's from the USA.
Where's Mohammed from? --> He's from Kuwait.
Where's Roland from? --> He's from Germany.
Where's Mikael from? --> He's from France.
Where's Maria from? --> She's from Denamrk.
Where's Dongwoo from? --> He's from Korea.
We alsoreviewed the speaking activity which we did in our last class, and then we sorted some people based on which language they would speak based on the countries they come from:
Germany --> German
Austria --> German
Spain --> Spanish
Mexico --> Spanish
Australia --> English
USA --> English
We ended the class by doing a punctuation/grammar exercise. Remember that we capitalise the first letter in a sentence, the first letter in someone' s name, the word "I", the first letter in a city our country, a nationality, or a language.
We read a letter to a pen pal, and we practiced answering some questions about ourselves.
**Homework**
Using the questions you answered about yourself, and the same format as the pen pal letter we read in the book, write your own letter to a penpal.
Lesson 1
In this class, we reviewed the stress and pronunciation for some words and nationalities. The bold syllable in the following words are the ones that get stressed (remember that the stressed syllable is the syllable that sounds louder or that gets said with more force):
Italy
Italian
Brazil
Canada
Poland
Austria
American
Mexico
Canadian
Brazilian
Chinese
Russia
Japan
We also learned how to use the verb BE in the negative form (with the word "not"):
I am not = I'm not --> I'm not Russian!
You are not = You're not = You aren't --> You aren't Chinese.
He is not = He's not = He isn't --> He isn't from Turkey.
She is not = She's not = She isn't --> She isn't listening.
It is not = It's not = It isn't --> It isn't from Canada.
We are not = We're not = We aren't --> We aren't checking this blog regularly.
They are not = They're not = They aren't --> They aren't passing notes in class.
Afterwards, we learned how to make a question with the verb BE. To make a question with the verb BE, all you have to do is remember to put BE at the beginning of the sentence and put your subject after it. So,
Altaa-teacher is from Mongolia. --> Is Altaa-teacher from Mongolia?
Marie-teacher is Canadian. --> Is Marie-teacher Canadian?
Italian shoes are really nice. --> Are Italian shoes really nice?
18-23 October, 2010: A1 Class
Lesson 2
In this class, we did some reading, some predicting what will happen next, and a listening exercise. One piece of vocabulary that came up was "come in". We say "come in" when we invite someone to enter our own home or personal space (bedroom, office, classroom, etc).
We also reviewed the phrases "What's wrong?", "What's the matter?", "You're joking!", and "You can't be serious!", as well as their Mongolian counterparts, which Marie is still unable to pronounce!
Then, we learned and practiced some typical conversation exchanges that people make when socialising, and we practiced them with our partners. The conversation exchanges were:
Hello! What a nice surprise! --> Hi! Nice to see you too! (when you see a friend who you are not expecting to see)
Hi, there. How are you? --> Not bad. How about you? (greeting a friend)
Hi there. How are you doing? --> Pretty good, thanks. (also greeting a friend)
See you tomorrow! --> Goodbye! (saying goodbye to a friend who you will see the next day)
Bless you! --> Thanks! (said to a person after he or she sneezes)
Thank you ver much indeed! --> Don't mention it. (after someone has done another person a favour)
Hello, you must be [NAME]. --> Yes. It's a pleasure to meet you [NAME]. (said when you are meeting someone for the first time who has already been described to you)
I haven't seen you in ages! --> Hi! You haven't changed a bit! (said to a friend who you have not seen in a long time.
We then role-played these exchanges with a partner. At the beginning of Monday's class, we will review these exchanges and role plays and have a few brave partners demonstrate them for the class.
On Saturday's class, we will continue with the discussion topics about school.
Lesson 1
In this class, we did a listening excercise and we looked at two candidates to be business partners in a restaurant start-up venture. In this lesson, we learned a few vocabulary words:
stubborn --> unreasonable obstinate; fixed or set in prupose or opinion; difficult to manage or suppress
shy--> timid, reluctant, bashful
lazy --> averse or disinclined to work; sluggish; idle; indolent
get upset easily --> to "get upset" means to get angry. If you get upset easily, you get angry very easily.
In this class, we did some reading, some predicting what will happen next, and a listening exercise. One piece of vocabulary that came up was "come in". We say "come in" when we invite someone to enter our own home or personal space (bedroom, office, classroom, etc).
We also reviewed the phrases "What's wrong?", "What's the matter?", "You're joking!", and "You can't be serious!", as well as their Mongolian counterparts, which Marie is still unable to pronounce!
Then, we learned and practiced some typical conversation exchanges that people make when socialising, and we practiced them with our partners. The conversation exchanges were:
Hello! What a nice surprise! --> Hi! Nice to see you too! (when you see a friend who you are not expecting to see)
Hi, there. How are you? --> Not bad. How about you? (greeting a friend)
Hi there. How are you doing? --> Pretty good, thanks. (also greeting a friend)
See you tomorrow! --> Goodbye! (saying goodbye to a friend who you will see the next day)
Bless you! --> Thanks! (said to a person after he or she sneezes)
Thank you ver much indeed! --> Don't mention it. (after someone has done another person a favour)
Hello, you must be [NAME]. --> Yes. It's a pleasure to meet you [NAME]. (said when you are meeting someone for the first time who has already been described to you)
I haven't seen you in ages! --> Hi! You haven't changed a bit! (said to a friend who you have not seen in a long time.
We then role-played these exchanges with a partner. At the beginning of Monday's class, we will review these exchanges and role plays and have a few brave partners demonstrate them for the class.
On Saturday's class, we will continue with the discussion topics about school.
Lesson 1
In this class, we did a listening excercise and we looked at two candidates to be business partners in a restaurant start-up venture. In this lesson, we learned a few vocabulary words:
stubborn --> unreasonable obstinate; fixed or set in prupose or opinion; difficult to manage or suppress
shy--> timid, reluctant, bashful
lazy --> averse or disinclined to work; sluggish; idle; indolent
get upset easily --> to "get upset" means to get angry. If you get upset easily, you get angry very easily.
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