A great website (thousands of worksheets)

http://en.islcollective.com/worksheets/search_result?Level=Pre-intermediate+%28A2%29&Vocabulary_Focus=Daily+routines

Eating out!

Click:

School time!

Este cómic puede servirnos para introducir el tópico da escuela y las asignaturas en clase de inglés. Además de reforzar el vocabulario relacionado con la descripción física. 

What should I purchase?

Students will listen to commercials on the radio, watch them on television, and read advertisements in the newspapers, magazines, and "junk mail" received at home. This activity can be done individually, in pairs, or in teams.
Have a dialogue about commercials and focus on how and why they are successful in getting people to buy certain products, cars, and foods. How are these commercials able to convince people that they should spend their vacations in a particular country or on a certain island? Ask students why their parents shop at a specific clothing or food store and why they purchase certain brands of blue jeans, shoes, or other items.
Have students read advertisements. Have them select key words or distinctive phrases that catch their attention or appeal to them. They are to make a list of these words and phrases and discuss the reasons for their selections.
Using these key words and phrases as a guide, the students are to select an existing product or create one and write their own "persuasive TV commercials." Each student or team member will present their commercial orally, using their oratorical skills to convince the class that their particular product should be purchased.

An image to think about and discuss in class

Topic: Globalisation

Describe the image. What can you see in the image? What is your opinion about it? Do you think that it is a good representation of the reality? Why?

What is happening?

A good comic in order to be described using present continuous :)

Speaking in class

Greetings:
All students start milling about the room. Ask them to greet each other,
perhaps just by shaking hands or saying hello. Students just shake hands, move on, and greet the next
student they meet. Then ask the students to greet each other in a more specific way.
Possibilities are: like a lost friend, like someone you don’t really trust, someone you
hate, an ex-boyfriend or ex-girlfriend, someone you are secretly in love with, someone
with bad breath.



by Lindsay Clandfiel

website with all kind of exercises :)

Check it! Readings, writing, listening, speaking...

super-powers

Wouldn't it be great to have super powers? If you could have one super power, which one would you choose?

This is an excellent warm-up to introduce "conditionals".

ice-breaker!

 Room 101
• Ask each person to name three things they really dislike and wish they could lock away into Room 101 forever. I sometimes start the ball rolling myself as students may need a few moments to think of the things they really wish they could lose from their lives. Put them in common and choose one to lock away into Room 101 forever. 

exams B1-B2

En esta web disponemos de todos las pruebas de selectividad de Inglés en Galicia: click para ver

London reading (a2)

https://docs.google.com/document/d/1_jaGr7EtGR68_fyVFWvabzPKYKYfkq_sJW0P6k-0lgE/edit?hl=es&authkey=CMOC0NsE

Grammar (Mixed tenses)

Last night, while I was doing my homework, Angela (call) . She said she (call)  me on her cell phone from her biology classroom at UCLA. I asked her if she (wait)  for class, but she said that the professor was at the front of the hall lecturing while she (talk)  to me. I couldn't believe she (make)  a phone call during the lecture. I asked what was going on. 

November 12, 1997

Today (be)  the second day of my trek around Mount Annapurna. I am exhausted and my legs (shake)  ; I just hope I am able to complete the trek. My feet (kill, really)  me and my toes (bleed) , but I (want, still)  to continue.

Nepal is a fascinating country, but I have a great deal to learn. Everything (be)  so different, and I (try)  to adapt to the new way of life here. I (learn)  a little bit of the language to make communication easier; unfortunately, I (learn, not)  foreign languages quickly. Although I (understand, not)  much yet, I believe that I (improve, gradually) .

I (travel, currently)  with Liam, a student from Leeds University in England. He (be)  a nice guy, but impatient. He (walk, always)  ahead of me and (complain)  that I am too slow. I (do)  my best to keep up with him, but he is younger and stronger than I am. Maybe, I am just feeling sorry for myself because I am getting old.

Passive voice

Put the following sentences into the passive voice.

Principio del formulario

1.     They make shoes in that factory.

2.     People must not leave bicycles in the driveway.

3.     They built that skyscraper in 1934.

4.     The students will finish the course by July.

5.     They are repairing the streets this month.

6.     They make these tools of plastic.

7.     They have finished the new product design.

8.     They were cooking dinner when I arrived.

9.     Smithers painted 'Red Sunset' in 1986.

10.  Did the plan interest you?

11.  They had finished the preparations by the time the guests arrived.

12.  You should take care when working on electrical equipment.

13.  They are going to perform Beethoven's Fifth Symphony next weekend.

14.  Someone will speak Japanese at the meeting.

15.  Karen is going to prepare the refreshments.

too much, too many (grammar)

1 The sentences 1-8 all have one of the following words/phrases missing.

 too much too many enough a lot of

Rewrite each sentence correctly and include one of the words/phrases.

1 It’s very crowded on this beach. There are ……………………..people.

2 I am still feeling hungry, and I’ve had my lunch. I didn’t eat……………. food.

3 Which ice cream shall we have? There are …………flavours to choose from!

4 I did…………… exercise at the gym yesterday. My muscles are really aching.

5 This suitcase isn’t big………………….. I can’t fit all my clothes in it.

6 I’m really tired. I got up ………..early this morning!

7 Yuck! This tea is too sweet. There’s ……………sugar in it!

8 There are …………flowers in the vase.

2. Complete using a, an , some,  o any:

Last Saturday, ________ friends and I decided to go to the beach. First we went to the shop to buy __________ sun-cream. I didn’t have ___________ sunglasses, so I bought ________ a new pair. We also bought _________ fruit juice and ________ packet of crisps, ______ banana and ______ orange. We didn’t have _______ more money so we couldn’t buy _________ sandwiches. Then we went to the beach. We met _________ other friends there: they were all boys, there weren’t _______ girls!

3. Fill in the blanks with much, many or a lot of.

1 How ___________ time do we have until the film starts? Not very _______. Only about 15 minutes.

2 We’re a little late because there was so __________ traffic on the way here.

3 How ___________ do the tickets cost? They cost $7.50 each.

4 I don’t have _________ money. Can you pay for the tickets?

5 Sure, no problem. Wow, there are so __________ people here. I hope we find a good seat.

6 Me too. Let’s go and find a seat. It looks like there are _____________ seats at the front of the cinema.

7 I’d like to buy something to eat and drink first, but I can’t decide what I want. There is so

   ________ to choose from. I think I’ll have some Coca Cola and a bar of chocolate.

8 How _________ bars of chocolate did you buy? The film is only one and a half hours long!

9 Not too _________! I bought four, two for you and two for me.

10 Why are there so _______ trailers (Vorschau) before the real film starts?

role-play

Strangers on a train
This is an excellent activity to promote oral fluency practice & specific language practice at the same time.

Get the students to imagine they are strangers in a train compartment - get them sitting opposite each other in groups of four. Elicit what people usually talk about on the train - the weather, where they are going/coming from etc. Tell them you are going to give them a line to memorise & that it's secret - give them out, students memorise & you take them back in.

Then explain what they have to do - to say their lines as naturally as they can in the conversation without the others guessing it is their line. So they have to direct the conversation so that they can say their line naturally, without the others noticing. They must have one conversation & not split into two as the others will miss their lines when they come to say them.

The lines you give them could contain a language item that you have recently been looking at or off-the-wall sentences (eg. My girlfriend sleeps in the garden). I had to do this in a Spanish lesson when I first started learning the languiage & my line was 'yo tampoco' - 'me neither' - so I had to wait for a negative to say my line.

At the end the students then tell each other what they thought were each others' lines. It's an activity that you can use again & again & it's lots of fun!