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B2 Family Matters Overview

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0% found this document useful (0 votes)
95 views5 pages

B2 Family Matters Overview

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marina
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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13/09/24. UNIT 1.

FAMILY AFFAIR (FAMILY MATTERS)

1. Presentation: Getting to know each other


2. Explanation of the Cambridge test (B2 level: First Certificate)
3. Book:
a) Think about your family. Write 3 adjectives to describe one member of your family. Now,
tell a partner about your family member for 1 minute.
b) Look at the pictures. Choose different aspects of family life. Then continue to starting off
point
c) Listening Part 1.
i. Paid holiday allowance (annual leave entitlement)
ii. Annoy: Irritate
iii. Embarrasing: Shame, uncomfortable, awkward,
iv. To stick the tongue out: being rude, disgusted
v. Downsizing a home: Reducing the size of a house
vi. To shed a tear: To cry
vii. Fondest memory: The deepest memory
viii. Worn out: very old or used a lot
ix. To sleep like a log! To sleep very deep
x. Every now and again: Some times (De vez en cuando)
xi. Commute: Travel
xii. To cause a stir: make trouble
xiii. To get the grips on something: Begining to understand or deal with something
xiv. Hassle: Irritating, annoying
d) Phrasal verbs: At weekends I hang out with my friends (spend time with someone).
Underline the phrasal verb.
e) Phrasal verbs situations page 9.

20/09/24. FAMILY AFFAIR (FAMILY MATTERS)

1. Common mistakes:

Study History Serious Cultures Infancy


Environment Bonds Mountains Parents Proud
Talk/Salmon/Halve/Walk Travels/Trips Both Outdoors Ego
Listen to Strict Adorable Kind Colleagues
Annoying/Annoyed This/These Degree Yawn Unexpected
Hang out with Counting on Turning into Making up Affair

2. Phrasal verbs: Role-Play. Act out the following dialogues. Do not write anything down. Try to
use all the phrasal verbs in your conversation. Then present one dialogue to the class.
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1. You had a fight with a friend and want to be friends again. Call her to talk about it.
Use:
turn up hang out with count on
make up turn into carry on
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2. You’re a parent. Your 16 year old teenager came home at 2 am. You are upset.
Ask him/her where they went.
Use:
take off turn/show up count on
put off (coming home) make up
-------------------------------------------------------------------------------------------------------------------------------------
3. You are married. Your husband/wife talked too much and now you have a $300
cell phone bill. Talk to him/her.
Use:
do without put up with turn up
go over work out
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4. Your friend wants to meet someone that he/she met on-line. Give advice.
Use:
look up think through leave out
pick up come across (on-line ad) get along with

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5. You applied for a job and now you are going for an interview. Ask a friend for advice.
Use:
fill out go over go along with
leave out make up show/turn up

3. Exercise 3. Correct the mistakes in the questionnaire


4. Exercise 1. Vocabulary: Phrasal verbs (page 9. Ex. 1, 2, 3). Hand out the sheets to the students of
Agreeing and disagreeing expressions for exercise 3.
5. Exercises 2 and 3. Complete the sentences with a phrasal verb form
6. Reading and use of English Part 6 ex. 5

27/09/2024

1. Reading and Use of English exs: 1, 2 and 3. Page 10


 Prefixes: [Link]
 Ex.1.
Usually Positive Bright, considerate, enthusiastic, hard-working, mature, organised, polite,
responsible, wise
Usually Negative Anxious, bad-tempered, bossy, dishonest, impatient, unreliable (dependent)
Could be either Quiet, reserved, sensitive
 Ex. 2. Unconcerned, unenthusiastic, immature, disorgnised, impolite, irresponsible,
insensitive.
 Ex.3. The perfect wedding

2. Grammar: Present Perfect Simple and Continuous exs 1,2,3,4 page 12


 Why am I exhausted? Working very hard, cleaning the house, running, cooking...
 Explanation:
The present perfect simple tense is used to describe:

1. Actions that happened at an unspecified time in the past and are relevant to the present.
1. Example: I have visited Paris.
2. Actions that started in the past and continue to the present.

1. Example: She has lived here for five years.

Structure:

 Affirmative: Subject + have/has + past participle

o Example: They have finished their homework.

 Negative: Subject + have/has + not + past participle

o Example: He has not seen that movie.

 Question: Have/Has + subject + past participle?

o Example: Have you ever been to Japan?

Present Perfect Continuous

The present perfect continuous tense is used to describe:

1. Actions that started in the past and are still continuing.

o Example: I have been reading for two hours.

2. Actions that have recently stopped and have a result in the present.

o Example: She is tired because she has been running.

Structure:

 Affirmative: Subject + have/has + been + present participle (verb + -ing)

o Example: We have been working on this project.

 Negative: Subject + have/has + not + been + present participle

o Example: He has not been feeling well.

 Question: Have/Has + subject + been + present participle?

o Example: Have they been studying?


3.

Common questions

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Phrasal verbs challenge learners due to their idiomatic nature, where meanings often cannot be inferred directly from their parts. The same verb with different particles can have unrelated meanings ('turn up' vs. 'turn down'), complicating comprehension. Educators can mitigate these challenges by contextualizing learning with examples, breaking down components, and using practical exercises like dialogues to understand usage and nuances. Repeated exposure and practice in varied contexts help solidify understanding .

Integrating error correction exercises helps identify common linguistic errors, aiding in tailored remediation. It encourages active learning through self-assessment and revision, fostering long-term retention by addressing misinterpretations directly. These exercises highlight nuances and correct misuse in grammar and vocabulary, improving accuracy and fluency. Feedback from these exercises allows for targeted intervention, reinforcing correct language use and boosting learner confidence .

Common mistakes in phrasal verb exercises include incorrect verb or preposition choice and misuse in context. Correction involves understanding the meaning differences among phrasal combinations, practicing through dialogues, and emphasizing context-specific usage. For example, using 'turn up' instead of 'turn down' can change the meaning completely. Exercises that require completing sentences and acting out dialogues can help reinforce correct usage and context understanding .

Understanding prefixation helps learners deduce meanings of new words by recognizing the root and prefix, enhancing vocabulary acquisition. Prefixes like 'un-' for 'negative' influence semantic comprehension, transforming words with simple rules. Educational resources like flashcards facilitate memorization and application by providing multiple examples and contexts. This knowledge allows learners to expand their vocabulary logically and apply it across various linguistic contexts effectively .

Exercises focusing on agreeing and disagreeing expressions enhance pragmatic skills by teaching context-appropriate responses, improving conversational flow and interpersonal communication. Knowing how to express agreement or disagreement politely or assertively helps students navigate social complexities. Such exercises promote cultural awareness and understanding of language subtleties, crucial for maintaining relationships and effectively participating in discussions across various settings .

Role-plays benefit students by providing a realistic context for using phrasal verbs, allowing practice in dynamic and spontaneous environments. Acting out scenarios requires students to think on their feet, enhancing their ability to recall and apply verbs naturally. It reinforces learning through active engagement, improves fluency, and overcomes the reluctance to use complex language structures in conversation. Role-plays simulate real-life communication challenges, making them an effective educational strategy .

The present perfect simple tense is used to discuss actions that happened at an unspecified time in the past and are relevant now or started in the past and continue to present, such as 'I have visited Paris' showing completed actions with current relevance. The present perfect continuous is for actions ongoing from the past to the present or recently completed with current effects, e.g., 'I have been reading for two hours,' highlighting duration or continuous action .

Positive adjectives like 'considerate' and 'enthusiastic' generally foster better interpersonal relationships by indicating agreeable and supportive traits. Negative adjectives such as 'impatient' and 'dishonest' can lead to conflicts and mistrust. Context-dependent adjectives like 'quiet' or 'sensitive' can impact differently depending on the situation, either positively or negatively, such as valuing 'quiet' for focus but viewing it as aloofness socially. Understanding these effects can help in improving social interactions and communications .

Adjectives categorized with context-dependent connotations, like 'reserved' or 'sensitive,' can convey either positivity or negativity based on situation and tone. 'Sensitive' can suggest empathy in some contexts but oversensitivity in others. This highlights the importance of understanding audience and context in communication, as misinterpretation can lead to offense or misunderstandings. Effective communicators must be aware of these nuances to convey the intended message accurately and appropriately .

Phrasal verbs enhance communication by making it more informal and relatable, often conveying nuances of meaning that single words cannot achieve. Role-play scenarios that practice this include situations such as resolving conflicts with friends, addressing issues with teenagers, discussing bills with spouses, and preparing for interviews. These scenarios encourage spontaneous use of phrasal verbs, such as 'make up' to reconcile or 'turn up' to appear unexpectedly, thus improving fluency and understanding of context .

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