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JAMBOARD: HOMEWORK FINISH THE MINDMAP AND CREATE EXAMPLES

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JAMBOARD: HOMEWORK FINISH THE MINDMAP AND CREATE EXAMPLES

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Perfect your B1+ Upper-intermediate listening! Stimulating videos and tests tailored for ESL students. Full audio transcriptions for clarity.

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Wordwall - Create better lessons quicker

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If George hadn't helped me, - I wouldn't have finished the project on time.., You wouldn't have got so wet - if you had taken an umbrella., If you had told me you were vegetarian, - I wouldn't have cooked meat., Miriam wouldn't have missed the train - if she had woken up earlier., If they hadn't cut off the water, - I would have had a shower., You wouldn't have been cold - if you had worn a sweater., We would have visited you if - we had known the address., If I had been born a boy - my life would have been totally different., If James hadn't injured his ankle, - he would have won the tennis match., If I hadn't eaten so much, - I wouldn't have felt sick.,

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If George hadn't helped me, - I wouldn't have finished the project on time.., You wouldn't have got so wet - if you had taken an umbrella., If you had told me you were vegetarian, - I wouldn't have cooked meat., Miriam wouldn't have missed the train - if she

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Wordwall - Create better lessons quicker

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If he had continued his education, he could have had formal training., If he had stayed in school, he wouldn't have had that opportunity..

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15 English Learning Tips For Quick Language Success (For Learners of All Levels) | FluentU English Blog

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Looking for English tips to help you learn the language faster? This post has you covered! From focusing on native English pronunciation and getting lots of input to finding your motivation, in this guide, you'll find 15 great tips from a professional English teacher that will help you learn faster and more easily!

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Think about your best friend.

Do you both like the same things?

Do you both think the same thoughts?

Do you both wear the same clothes?

Probably not.

And that's normal, because everyone is different.

We have different interests, thoughts, clothes... and also different learning styles.

That's right, everyone learns differently.

So if you want to improve your English listening skills, you have to use the method (way) that works best for you. Some people learn really well in a classroom, while others prefer to practice on their own.

Once you're in the right setting with the right tools, you can quickly boost (improve) your English listening skills. Are you ready to get started? First, we need to find out what kind of learner you are.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

What English Learning Setting Is Best for Me?

It's very important to be in the right setting when learning any part of English. With listening, it's even more important, because listening is a skill that requires your careful attention.

Here are three main types of learning situations:

Independent study: Independent means "by yourself," so this involves studying English on your own time. You might like this option if you can get distracted by others in a classroom, are too busy for a formal class or prefer to study in different places (on a train, at home, at a park) whenever you can.

Classroom setting: A classroom will have other students with a teacher, and meets regularly. This might be for you if you like discussing with other students, feel uncomfortable alone with a teacher or have trouble focusing on your own.

One-on-one: One-on-one classes are sessions with you and a teacher (or a conversation partner). You might prefer these lessons if you feel shy around other students or if it's easier to ask questions to a teacher or conversation partner privately (alone).

Try these different ways of practicing English listening skills, and pay attention to which works best for you. Once you've chosen your best learning setting, use the tips below to practice listening in English.

Tips for Improving English Listening with Independent Study

For those of you who prefer to study English alone, here are some tips to get better at listening.

Study a little bit at a time.

Only have a few minutes per day to study? Perfect. Believe it or not, that's even better than having a lot of time to study.

I recently discovered that my favorite learning method, studying around 15-20 minutes a day instead of a few hours in one sitting, actually has a name: microlearning.

Simply speaking, microlearning is dividing your task into very small tasks that can be done in about five minutes.

For example, imagine that you're trying to study the present perfect. You can microlearn it by dividing it into: 1. Affirmative sentences; 2. Negative sentences; 3. Questions; 4. Use; 5. Words that trigger the present perfect.

This is just an example. You can divide your task the way you want, always trying to remember that every individual task should last five minutes at most.

There are a lot of scientific studies that prove that learning 15 to 30 minutes every day is much better than trying to memorize hundreds of new words and grammar rules in one day.

I know practicing a little bit every day works because I do it myself. Everybody has 15 or 20 minutes every day to read about a new tense, practice some vocabulary on FluentU, listen to a podcast or watch an episode of a cool series.

Try to introduce microlearning in your English-learning daily routine. The greatest thing about microlearning is that you only need five minutes to finish a task, so you can do one in the morning, one in the afternoon and one in the evening-or all three when you have a 20-minute break... You choose how you want to do it, just do it every single day!

Listen to the same English podcast every day for a week.

Find a podcast that you find interesting or entertaining and choose one episode. Listen to that episode every day for a week-while you're driving, riding the bus, washing dishes, etc. Pick out words or phrases that are difficult to understand and look them up on the first and second days. Don't forget to hit "pause" and listen again.

After a couple of days, you should be able to listen out for these words and understand them. It may also help to memorize parts of the podcast and practice speaking them out loud. Listen for the differences between yourself and the speaker.

By the last day, you'll find that you can understand much more than on the first day. As your ear adjusts to hearing this English podcast episode, it'll be easier to listen to new audio in English.

Overhear an English conversation.

If you're living somewhere where English is spoken, take an afternoon to hunt for an English conversation. When you start to hear English, slow down and listen. At first, you won't know what they're talking about since you'll probably start listening in the middle of the conversation. This will make it even more challenging to understand, but also more fun.

Listen for any new words you may not know, and also try to see if you can catch what the conversation is about. You can search for English conversation on a bus, in a cafe or at a park-but hopefully not a movie theater!

If there are no English speakers where you live, once again FluentU is a perfect alternative.

FluentU takes real-world videos-like music videos, movie trailers, news and inspiring talks-and turns them into personalized language learning lessons.

Unlike traditional language learning sites, FluentU uses a natural approach that helps you ease into the English language and culture over time. You'll learn English as it's spoken in real life.

FluentU has a variety of engaging content from popular talk shows, nature documentaries and funny commercials, as you can see here:

FluentU makes it really easy to watch English videos. There are captions that are interactive. That means you can tap on any word to see an image, definition and useful examples.

For example, when you tap on the word "searching," you'll see this:

Learn all the vocabulary in any video with quizzes. Swipe left or right to see more examples for the word you're learning.

The best part is that FluentU keeps track of the vocabulary that you're learning and gives you extra practice with difficult words. It even reminds you when it's time to review! Every learner has a truly personalized experience, even if they're learning with the same video.

You can start using the FluentU website on your computer or tablet or, better yet, by downloading the app from the iTunes or Google Play stores.

Every word comes with an in-context definition, image, audio and multiple example sentences. You can even click on a word to see how it's used in other videos across the site. Be sure to turn off the subtitles before you hit "play," though, to really test your ears! For example, check out the trailer for the Netflix original "To All the Boys I've Loved Before."
Listen to a conversation from a video clip on FluentU with the subtitles off and do the same activity described above.

Take advantage of "white noise."

White noise can mean different things, and its dictionary definition is quite complicated even for native speakers.

When it comes to "normal people," I would define white noise as some kind of sound, normally continuous, that goes on in the background while you do something else.

If you switch on the radio and listen to music while you do the dishes, that music is your white noise. If I'm listening to a podcast while I water my plants, that podcast is my white noise. We're practicing passive listening when we use English white noise.

One of the things about white noise is that we normally don't have to pay attention to it. The music you're listening or the TV "talking to itself" while you clean the bathroom is just there. You don't have to be listening to and focusing on them ( active listening).

When we learn a language, white noise can be used to our advantage.

Play a podcast, an audiobook or an English series in the background while you clean your flat or iron your clothes (or do any other chore). Don't pay special attention to it, just let it play and go on with your activities.

You might think that you're not learning anything if you're not paying attention, but the truth is that your brain is registering everything that's happening in the background, and that white noise that you think is only filling the silence is actually making your brain work.

Read and listen at the same time.

Another way to improve your listening skills is to use two sources of information at the same time.

This simply means that you should be not only listening, but also getting your English from another place at the same time.

The easiest way to do this is by watching an English video with English subtitles. This way, you'll be listening to and reading the words, which will make it easier to understand everything and will help you to remember more.

So head back over to FluentU and turn those subtitles back on and give the video another watch.

With the subtitles on, you can also click or move your mouse over any of the words to check their definition and usage. When you finish watching the video, test yourself on the quiz that follows.

How did you do?

Another way of getting English from two sources is with podcasts. Many podcasts include a transcript of what the speaker's saying, so once again you get to listen to and read the same information at the same time.

You can also print the transcript before listening. That way, when you find something interesting, you can stop the audio and make notes on the printed transcript.

Finally, audiobooks are another easy way of getting English from two sources at the same time. Most books exist in their printed or e-book versions before they are made into audiobooks. There are also many internet sites that offer (mostly) free audiobooks along with their digital text. You only have to press play and start listening and reading at the same time.

Experiment with different accents.

Are American movies easier for you to understand than British movies? Or maybe the opposite is true?

You might have trouble understanding some English accents the first few times you listen to them.

This is normal! Even native English speakers can have trouble understanding different English accents.

But all English accents are beautiful, and you can understand them all if you just keep on listening.

Remember that practice makes perfect. If you think a specific English accent is more difficult to understand for you, all you have to do is keep on practicing your listening skills with audio from that accent.

For example, if American English is challenging for you, try watching American series or listening to American podcasts or the news for a month. At the end of these 30 days, your ears will have gotten used to the accent, and it'll be much easier for you to understand.

There's no magic pill for this. You need to practice the accent (or accents) that's difficult for you. Variety makes life more fun, and being able to understand English speakers from all around the world is simply amazing.

Pro tip: You probably already know some American and British YouTube channels. But if you want to practice your Australian English listening, watch the YouTube channel "How to Cook That." You'll be able to listen to real Australian English and learn a little about the science of cooking through failed cake remakes and debunking (proving something is false) those ever-popular 5-Minute Crafts videos.

Listen as you sleep.

No, I haven't gone crazy. It's actually possible to practice your English while you sleep.

This kind of practice is perfect if you want to learn new words or improve your pronunciation. However, you have to choose your videos/audios properly. You don't want to wake up and realize you have been learning Chinese instead of English!

If you want to give this a try, you'll find lots of posts, articles and studies that talk about this topic. They normally focus on learning vocabulary, but you can use these resources to improve your listening skills, as well. At the end of the day, you'll be learning how to correctly pronounce those words and sentences, so you'll also be practicing your listening comprehension and pronunciation skills. Yes, in your sleep.

Prepare your conversations before they happen.

Conversations are all about speaking, but this is a post about listening skills, so why am I including this here?

Easy, every conversation, even those with ourselves, include a speaker and a listener.

Now, I know this trick works because I use it myself. Let me give you a little bit of background.

I was born in Spain, and lived there for 23 years of my life. My native language is Spanish. One day, I got a scholarship and I had to move to Poland. Seven days later! I was terrified because I didn't know a single word of Polish.

How was I supposed to go to the doctor without speaking the language? Or buy a train ticket?

After panicking for a little bit, I realized that I had to learn quickly. But instead of studying vocabulary lists, I needed words that would help me get through everyday life.

So, I started preparing for conversations before they happened.

If I had to go to the pharmacy, for example, I would get ready by thinking about the conversation I was going to have. I thought about the questions I might be asked and how I could respond to them. I learned only the words that I was going to need to know.

This conversation with myself would go on and on until I was sure I had an answer for every possible question and I could recognize some important words they could use. Sometimes the process was short, others it took much more time, but this allowed me to go to the pharmacy, the shop around the corner and even to the doctor with confidence.

I was sure I wouldn't understand everything, but I was prepared for many situations, and during the real conversations I could normally understand pretty well what they were telling me.

It's a method I highly recommend-if you know what to expect, you'll be listening for it and hear the words clearer than if you have no idea what the other person might say to you. And since you'll know the basics, your brain will start filling in the gaps about the words you don't know. With a little bit of practice, you'll be able to understand almost everything!

Listen to yourself.

This way of improving your listening skills is related to the previous one. If you're having a conversation with yourself in front of the mirror or in your head, you're already listening to yourself. Use your own voice to practice your English listening skills!

You may think I am crazy, but I talk to myself in the languages I study when I have a shower or go for a run. I create imaginary conversations, ask myself questions and give myself answers pretending to be another person. Sometimes I even change my voice or my accent!

Listening to yourself is an amazing way of improving your listening skills. If you've been listening to English for some time now, you already know how it sounds. You've probably learned a lot of words that you can use in your imaginary conversations, and if you have to use a word you don't know in English or don't know how to pronounce, you can always use Forvo to help you with that.

I like watching shows in Hungarian and then I try to imitate the accent in front of the mirror. I look at the actors' faces and listen to the same words and phrases many times until I am sure I have the perfect pronunciation. Then I speak to myself and I try to use those words. Try it with English-language shows!

In the beginning, you might not think that you're practicing your listening skills, but you'll be surprised at how much you improve your listening comprehension with this crazy tip.

Use different audio speeds.

I also use this technique when I learn a new language.

It's as simple as it sounds. Pick a video on YouTube or play it in any platform or program that allows you to change the speed of the audio/video.

The first time you watch, do it at normal speed. You'll probably miss information, but that happens to all of us.

During your second listening, choose the 0.75 speed. This will play the same video at 75% speed. It'll go slower, and you'll be able to understand many more words or expressions than the first time.

You can even go slower if you want, but I don't recommend going below 60% or else the voice will get too distorted and the words will probably no longer be words but a series of sounds (think of how a very, very drunk person talks).

When you think you're ready for a challenge, do the opposite. Choose 1.25 or even 1.5 and watch the video at a faster speed. Challenge yourself and go up in speed as your listening skills get better. You will be amazed at the results! (Don't go over 1.75-that's a challenge even for native speakers!)

Join a conversation group.

After all this practice alone, you're ready to start actually using your new listening skills. But how?

One great way is to join a group of English learners who host a conversation table. Conversation groups usually meet regularly, but it's not a class. You don't have to come every week; the purpose is simply to converse (talk) in English. Meetup is a great place to look for English conversation groups. If you can't find a group near you, start your own!

This will be a great way to listen to a variety of English accents and voices. If you're nervous about speaking English, remind yourself that you're going to listen-and this is totally okay. You can even tell the other speakers this if you want to, if you think it'll be weird to sit quietly. You could say something like:
Hi, I'm Rebecca. I'm going to focus on listening tonight, so I might not say very much!
Practice that line before you go, and then after you say it, you can concentrate (focus) on listening! And besides listening and speaking practice, joining a conversation group can also be a fantastic way to make new friends.

Tips for Improving English in a Classroom Setting

If you learn best in a classroom setting, here are some tips that'll help you quickly improve your English listening skills in the classroom.

Record class activities on your cell phone.

If you have trouble understanding every spoken English word during your classes, record them. Later, you can listen to the class again and hear any of the words you might have missed the first time. These recordings will also help you become familiar with the sound of your teacher and classmates while they speak.

You should listen for the tone and intonation (sound of a voice, high or low) of their words. This will help you pronounce difficult words more clearly and easily. Eventually, you'll find it easier to understand everything that's being said during classes.

Most smartphones come with a voice recorder, but if yours doesn't have one, here's one for Android and here's one for iOS.

Have a list of words to listen for in class.

Using a recording, write a list of the words you hear most often in class. Then, bring this list with you to class and listen for those words. Whenever you hear a word on your list, write a checkmark, dot or X next to the word. Which words do you hear the most often?

When making your list, you can also add words that you think you might hear in class. For example, if you're starting a unit on traveling, add some English words for travel to your list.

Listen for the context, or how the words are used in sentences. This active listening exercise will help you understand when and why certain words are used. Once you're comfortable with the words you hear all the time, you can focus on the words from your list with fewer checkmarks.

Ask your classmates for help.

While you can learn a lot from your teacher, it can also be helpful to learn from your classmates. Find someone in your class who wants to learn with you. You can agree on a certain podcast, speech, song or other audio and listen together. Then, quiz each other on what certain words or sentences mean.

By doing this with someone else, your classmate will probably understand words that you don't, and vice versa. In addition to the listening practice, this will let you get to know your classmates better, which can make you more comfortable in class.

If you want, ask your teacher if you can share the audio with other students in the class, and be sure to ask your teacher about anything you couldn't understand.

Tips for Improving English Listening During One-on-one Classes

If you learn best being one-on-one with a teacher or conversation partner, here are some tips to improve your English listening skills.

Listen to your teacher for intonation.

During a session, try to listen to your conversation partner or teacher only for intonation. Intonation is when the voice rises or falls in pitch (high/low sounds) while speaking. In English, intonation often communicates the emotion or attitude of the speaker.

If you can notice intonation, this will make it easier to hear the difference between a statement or a question. So pick a day, and instead of listening for the words your teacher/partner uses, listen for the emotion behind the words-based on the intonation.

You can even ask your teacher/partner to say the same phrase or sentence with different emotions (angry, excited, sad, etc.) so you can listen for the difference. You can even turn this into a game: Guess the emotion that your teacher's using based on their intonation.

Listen to your teacher for stress.

Stress is another important part of understanding spoken English. When English speakers say words, they do not put the same force behind each syllable. The stress is always placed on a vowel. For example, you say "China" it sounds like " CHIII-na," not "chi- NAAA." Listening for the stress of words will also improve your spoken English.

Phrases and sentences also have stressed words. For example, in the question "What did you say?" the biggest stress will be on "What" and "say." If you know music, consider those two words our main beats of the sentence. The middle words "did you" will be said more quickly and are not on the beat, since they're not as important.

To practice listening for stress, try to do an impression of how your teacher speaks and sounds. Listen carefully, think about stress and intonation, and then give it a try! If you're not comfortable doing this in front of your teacher or partner, record part of your lesson and then try it at home. You can make this a really fun exercise!

Have a conversation with someone who isn't a native English speaker.

If you can, have a session with someone whose first language isn't English (a non-native speaker). This will give you a chance to listen to the differences between how native speakers and non-native speakers sound.

If you can hear the differences, it will actually make it easier to listen to native English speakers. To find a non-native English speaker online, try an online language exchange or online private tutor.

You can find both options on italki.

So, whether you learn best in a classroom, one-on-one with a teacher or by yourself at home, practice English listening the way that's best for you. These tips will help you improve even faster than before. Good luck!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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How to Quickly Improve Your English Listening Skills Anywhere

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Want to improve your English listening skills? Use this guide to find out what kind of learner you are, and then check out our awesome tips! See how to learn English listening at home on your own, in a classroom setting or one-on-one.

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TONGUE TWISTERS TO IMPROVE PRONUNCIATION

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TONGUE TWISTERS TO IMPROVE PRONUNCIATION

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Tongue twisters are a collection of words or phrases that are difficult to say correctly. They are also a great tool for language learners to use to practise their English pronunciation. These fun phrases can be difficult for even native speakers, with confusing alliteration and combinations of similar words. Practising these challenging sentences out loud will help you to get the hang of various sounds and get your pronunciation just right.

You should start by saying the tongue twister slowly, repeating it and then building up speed. Try to say the tongue twister a few times in a row, as fast as you can, for a bigger challenge. Practise the following tongue twisters several times a day and see if you notice any improvement in your pronunciation.

Start off with some easier tongue twisters:

She sells seashells by the seashore

Rolling red wagons

A proper copper coffee pot

Peter Piper picked a peck of pickled peppers. How many pickled peppers did Peter Piper pick?

Move on to some medium difficulty tongue twisters:

A big black bug snoozed on a big black rug

A pessimistic pest exists amidst us

If two witches were watching two watches, which witch would watch which watch?

A big bug bit a bold bald bear and the bold bald bear bled blood badly

And finally, some difficult tongue twisters to try:

The sixth sick sheikh's sixth sheep's sick

Can you can a canned can into an un-canned can like a canner can can a canned can into an un-canned can?

When a doctor doctors a doctor, does the doctor doing the doctoring doctor as the doctor being doctored wants to be doctored or does the doctor doing the doctoring doctor as he wants to doctor?

Betty Botter had some butter, "but" she said, "this butter's bitter. If I bake this bitter butter, it would make my batter bitter. But a bit of better butter - that would make my batter better." So she bought a bit of butter, better than her bitter butter, and she baked it in her batter, and the batter was not bitter. So 'twas better Betty Botter bought a bit of better butter.

How did you get on? Soon enough you'll have perfect pronunciation skills. If you'd like to brush up on some other aspects of English learning, read our previous blog post that will tell you 10 unusual words to add to your English vocabulary.

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Tongue Twisters To Help Improve Your Pronunciation | TLG Blog

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Tongue twisters are a collection of words or phrases that are difficult to say correctly. They are also a great tool for language learners to use to practise their English pronunciation. These fun phrases can be difficult for even native speakers, with confusing alliteration and combinations of similar words.

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fce exam practice english language elt efl grammar writing structure cambridge business exercises esol

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FCE - Free Reading Practice for the Cambridge English First exam

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Read a text about social networks and answer multiple choice questions

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Reading practice to help you understand texts with everyday or job-related language. Texts include articles, travel guides, emails, adverts and reviews.

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#1 STRATEGY of becoming FLUENT in English [and why you DON'T NEED to 'speak like a native speaker’]

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Homework 10th  June: Writing task 2 Draft version deadline Sunday 13th June, Writing task 1 final version Deadline Sunday 13th. Remember to finish your test unit 11 on Richmond platform

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Homework 10th  June: Writing task 2 Draft version deadline Sunday 13th June, Writing task 1 final version Deadline Sunday 13th. Remember to finish your test unit 11 on Richmond platform

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Zero, First, Second and Third Conditionals ppt

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Zero, First, Second and Third Conditionals ppt - Descargar como PDF o ver en línea de forma gratuita

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Wordwall - Create better lessons quicker

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1) I would have earned more money a) if I hadn't found my cat, b) if it had rained yesterday, c) if I had worked harder, d) if I had arrived on time, 2) I wouldn't have been late for work a) if I had worked harder, b) if I had bought a new car, c) if I had studied more, 3) I would have been very sad a) if I hadn't found my cat, b) if I hadn't climbed up the tree, c) if I had found a new job, d) if I had bought a new car, 4) I wouldn't have gotten hurt a) if I hadn't climbed up the tree, b) if I had studied more, c) if I had worked harder, d) if it had rained yesterday, 5) I would have kept my old job a) if it had rained yesterday b) if I hadn't arrived on time c) if I had studied more d) if I hadn't found a new job 6) We wouldn't have a picnic a) if I had worked harder b) if I hadn't found my cat c) if it had rained yesterday d) if I hadn't found a new job 7) I wouldn't have missed my flight a) if I had arrived on time b) if I had cleaned my room c) if it had rained yesterday d) if I hadn't climbed up the tree 8) I would have got a better grade a) if I hadn't climbed up the tree b) if I had worked harder c) if I had studied more d) if I hadn't found my cat 9) I would have bought a car straight away a) if I had learned a new language b) if I had climbed up that tree c) if she had stolen the money d) if I had passed my driving test. 10) The job would have been done much faster a) if the students had paid attention b) if there had been more people helping. c) if my teacher had asked me d) if my mom had bough the ingredients 11) If I'd known you were coming, a) I had waited for you. b) I would leave soon. c) I would have waited for you. d) I would have wait for you. 12) We would have gone swimming a) if we had finish our project b) if we have finished our project c) if we had finished our project 13) If she hadn't been ill, a) she would go to the party. b) she would have gone to the party. c) she would have went to the party. d) she would gone to the party. 14) If I had known he would cheat on me, a) I wouldn't got marry to him. b) I wouldn't marry. c) I would have married to him. d) I wouldn't have gotten married to him. 15) If a hurricane had happened in Mexico, a) it would have been better for cities and people. b) it would have been very fun. c) it would have damaged more cities and people. d) it would damage more cities and people.

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1) I would have earned more money a) if I hadn't found my cat, b) if it had rained yesterday, c) if I had worked harder, d) if I had arrived on time, 2) I wouldn't have been late for work a) if I had worked harder, b) if I

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Homework June 3rd: Writing task 1 (draft version)

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Homework June 3rd: Writing task 1 (draft version)

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HOMEWORK 2nd June: Click on the  plus sign to do the activities

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HOMEWORK 2nd June: Click on the  plus sign to do the activities

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In this video, Paul and Bob try to help Noelia with a problem. Listen to the language they use for giving advice and practise saying the useful phrases.

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HOMEWORK: DEADLINE FRIDAY 11pm TO PRACTISE 2nd Conditional

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HOMEWORK: DEADLINE FRIDAY 11pm TO PRACTISE 2nd Conditional

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Join an activity with your class and find or create your own quizzes and flashcards.

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HOMEWORK 1st June: workbook p. 71 ex 5 and 6 sb p. 123 create your own examples with the phrases

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HOMEWORK 1st June: workbook p. 71 ex 5 and 6 sb p. 123 create your own examples with the phrases

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Below you will find a large collection with some of the finest brain teasers, carefully selected by our team. You can filter the puzzles either by difficulty, ranked from Easy to Expert, or by type.

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Below you will find a large collection with some of the finest brain teasers, carefully selected by our team. You can filter the puzzles either by difficulty, ranked from Easy to Expert, or by type.

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HOMEWORK May 31st: p.122 Student's book ex 4 and 5 and Workbook p. 71 ex 5 and 6

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HOMEWORK May 31st: p.122 Student's book ex 4 and 5 and Workbook p. 71 ex 5 and 6

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Watch it!! and tell me your opinion next session.

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Watch it!! and tell me your opinion next session.

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Wordwall - Cree mejores lecciones de forma más rápida

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1) I can't play the piano. 2) I don't have a car. 3) I'm at work. 4) It's winter. 5) I'm ill. 6) I don't have new shoes. 7) I can't afford to go on holiday.

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Homework 26th May: wb p. 70 exercises 1 and 2 

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Homework 26th May: wb p. 70 exercises 1 and 2 

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Homework 24th May  Student's book pp 116-117

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Homework 24th May  Student's book pp 116-117

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Listen to a radio interview about maintaining a good work-life balance to practise and improve your listening skills.

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/T/ /D/ /ID/

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Listen to the information about the 'best job in the world' competition and do the exercises to practise and improve your listening skills.

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Yeah

I've beentryna call I've been on my own for long enough Maybe you can show me how to love, maybe I'mgoing through withdrawals You don't even have to do too much You can turn me on with just a touch, baby I lookaround and Sin City's cold and empty (oh) No one'saround to judge me (oh) I can't seeclearly when you're gone I said, ooh, I'mblinded by the lights No, I can'tsleep until I feel your touch I said, ooh, I'mdrowning in the night Oh, when I'm like this, you're the one I trust Hey, hey, hey I'mrunning out of time 'Cause I can see the sunlight up the sky So I hit the road in overdrive, baby Oh, the city's cold andempty (oh) No one'saround to judge me (oh) I can't seeclearly when you're gone I said, ooh, I'mblinded by the lights No, I can'tsleep until I feel your touch I said, ooh, I'mdrowning in the night Oh, when I'm like this, you're the one I trust I'm justwalking back to let you know (back to let you know) Icould never say it on the phone (say it on the phone) Willnever let you go this time (ooh) I said, ooh, I'mblinded by the lights No, I can'tsleep until I feel your touch Hey, hey, hey Hey, hey, hey I said, ooh, I'mblinded by the lights No, I can'tsleep until I feel your touch

Written by: Abel Tesfaye, Ahmad Balshe, Jason Quenneville, Martin Karl Sandberg, Oscar Thomas Holter

Lyrics © Universal Music Publishing Group, Warner Chappell Music, Inc.

Lyrics Licensed & Provided by LyricFind

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Yeah I've beentryna call I've been on my own for long enough Maybe you can show me how to love, maybe I'mgoing through withdrawals You don't even have to do too much You can turn me on with just a touch, baby I lookaround and Sin City's cold and empty

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Wordwall - Create better lessons quicker

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I didn't see you at the concert. It was great! - I wish you had been there with me., I can't swim and I have to sit on the beach all day. - I wish I could swim., People in the USA have better job opportunities. - I wish I lived in the USA., I'm rather short and I can't wear long coats. - I wish I were taller., I woke up very tired this morning. - I wish I had gone to bed earlier last night., I broke up with my boyfriend two days ago. - I wish I hadn't told him to go to hell., Parks and recreation areas are closed. - I wish we had some place to go for a walk., I ate all sweets I got at Easter. - I wish I had saved some for other occasions., My neighbour is a musician. He practices every day. - I wish I lived next to a writer., My tooth hurts. - I wish I hadn't cancelled my appointment., This soup tastes horrible. - I wish my brother hadn't added salt twice., I don't know any foreign language. - I wish I could speak English well.,

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I didn't see you at the concert. It was great! - I wish you had been there with me., I can't swim and I have to sit on the beach all day. - I wish I could swim., People in the USA have better job opportunities.

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DO NOT say "you're welcome"! Respond to "thank you" PROPERLY!

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Haggling is, of course, very common in many different cultures, and here in the UK people do haggle but they don't really do it in big shops: you might hear it, maybe, at a market - or, as we're going to hear - if you're buying something expensive like a second-hand car.

Now, Rob is looking for a good deal. But will Neil - who's selling - be happy with the price? Let's listen. And while you do, listen out for a particular phrase - instead of saying 'could you sell it for...', what does Rob say?

Finn
You could also say Can you do it for £500 - can rather than could. But could is a little bit more polite. Now listen to these examples of it as well - you can use it in the negative, with couldn't:

Finn
You couldn't do it for 550? You couldn't do a bit cheaper, could you? Now remember, haggling goes both ways - and the seller will use lots of language to keep the price high. So did you notice the language Neil used - he called it a bargain - that's a good price, and said it would cost more in other shops.

Finn
But Rob is persistent - he doesn't give up! He's succeeded in getting the price down by £50 already. You could say - Neil has knocked off £50. Now, knocked off means he's taken the price down by £50. Now, let's listen to the end of their conversation - the end of their haggling. How much does Neil knock off in the end?

Finn
So how much did Neil knock off? Well the final price was £600, and it started at £700 - so he knocked off £100. How did Rob do this? Well, he used another good phrase: I haven't got that kind of money.

It's too much: I haven't got that kind of money.

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BBC Learning English - Course: intermediate / Unit 1 / Session 4 / Activity 1

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Haggling is, of course, very common in many different cultures, and here in the UK people do haggle but they don't really do it in big shops: you might hear it, maybe, at a market - or, as we're going to hear - if you're buying something expensive like a second-hand car.

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Job interviews can be a nerve-racking experience, especially when you don't feel prepared for them. And with the variety of interview questions that can be asked these days, it's hard to know what type of questions you should prepare for.

Here are three types of interview questions that you should practise answering before that important job interview.

1. Common interview questions

Tell us about yourself. What are your strengths and weaknesses? Why do you want to leave your current job?

These questions are for the interviewer to get to know you and to see if you're the best person for the job. Don't simply list things like your hobbies, your strengths or your work experience. Instead, give examples and use them to show your personality and the characteristics you have that make you perfect for the job. Your interviewer may want to ask questions about certain areas of your CV, so use this opportunity to link your experience to the job you're applying for.

Avoid: Giving a detailed life history or telling long stories that are irrelevant to the job or to the company.

2. Competency questions

Tell me about a time you had to work as a team. Tell me about a time you had to use your creativity to solve a problem. Tell me about a time when you experienced conflict with a colleague and how you handled that situation.

Here, the candidate is asked questions about situations they have faced in the past that can demonstrate a particular skill they have. These could include skills like critical thinking, influencing, problem solving or flexibility. Interviewers often want to hear about challenges you've had, not just about times when everything went smoothly, so be ready with examples such as how you resolved conflict in your team or dealt with someone who was not working well. This will demonstrate that you can handle difficult situations.

When preparing for the job interview, read the job description carefully for the required skills and abilities and try to recall situations where you had to use these skills. Then use the STAR technique when talking about these examples:

Situation - Give details about the context of your example and what you were trying to do.

Task - Describe your responsibilities and the challenges you faced.

Action - Describe what steps you took to deal with the situation.

Result - Talk about the end result and how you contributed to this outcome.

Avoid: Going in unprepared and having to think up examples, or saying you've never faced any challenges at work.

3. Hypothetical questions

What would you do if you had a different opinion from your boss about how to do something? How would you deal with a large volume of work with several staff members off work? What would you do if you had to introduce a new policy that you knew was going to be unpopular in your team?

Hypothetical interview questions are similar to competency questions except that instead of asking you to talk about an experience you've had in the past, they present you with an imaginary situation that you might face in your new job.

This might seem difficult to prepare for, but remember that your answers are meant to demonstrate the skills needed for the job. When preparing for the interview, consider the qualities that the interviewer might be looking for, qualities like conflict management, time management or people skills. Then think about how you can demonstrate those qualities in a range of situations. Start with situations that you've experienced and move on to other possible situations that you might encounter in the role you're applying for.

Avoid: Going off-topic, changing the subject and not answering the original question.

Whatever type of questions they ask, interviewers want to find the right person and are keen to give you the opportunity to demonstrate what you can do. With some preparation, you can show them that you're the perfect fit for the job.

Discussion

Language level

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Preparation is the key to a successful job interview. Here's how to be ready for some common question types.

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Look at these examples to see how wish and if only are used.

That guy is so annoying! I wish he'd stop talking.
I wish I lived closer to my family.
If only I hadn't lost her phone number. She must think I'm so rude for not calling her.
I wish they wouldn't park their car in front of my house.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

We use wish and if only to talk about things that we would like to be different in either the present or the past. If only is usually a bit stronger than wish.

In the present

We can use wish/if only + a past form to talk about a present situation we would like to be different.

I wish you didn't live so far away.
If only we knew what to do.
He wishes he could afford a holiday.

In the past

We can use wish/if only + a past perfect form to talk about something we would like to change about the past.

They wish they hadn't eaten so much chocolate. They're feeling very sick now.
If only I'd studied harder when I was at school.

Expressing annoyance

We can use wish + would(n't) to show that we are annoyed with what someone or something does or doesn't do. We often feel that they are unlikely or unwilling to change.

I wish you wouldn't borrow my clothes without asking.
I wish it would rain. The garden really needs some water.
She wishes he'd work less. They never spend any time together.

Do this exercise to test your grammar again.

Language level

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Look at these examples to see how wish and if only are used. That guy is so annoying! I wish he'd stop talking. I wish I lived closer to my family. If only I hadn't lost her phone number. She must think I'm so rude for not calling her.

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Wordwall - Create better lessons quicker

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lived - She wishes her parents __________ nearer., had - I wish I __________ blonde hair., knew - Chloe wishes she __________ how to play the guitar..

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Practise the 2nd conditional by answering these questions. For intermediate EFL students

1. 1. If ... Use the 2 nd Conditional (If + Past, + Would) What would you do? What would you say? Where would you go? EFL SMARTblog http://efllecturer.blogspot.com/

2. 2. If you found a suitcase full of $1,000,000, what would you do? EFL SMARTblog http://efllecturer.blogspot.com/

3. 3. If you could be an animal, what animal would you be? EFL SMARTblog http://efllecturer.blogspot.com/

4. 4. If you could live anywhere, where would you live? EFL SMARTblog http://efllecturer.blogspot.com/

5. 5. If you could change one thing in the world, what would it be? EFL SMARTblog http://efllecturer.blogspot.com/

6. 6. If you could be a super hero, which one would you be? EFL SMARTblog http://efllecturer.blogspot.com/

7. 7. If you could change one thing about yourself, what would it be? EFL SMARTblog http://efllecturer.blogspot.com/

8. 8. If you could date a celebrity, who would you choose? EFL SMARTblog http://efllecturer.blogspot.com/

9. 9. If you could travel in time, where would you go? EFL SMARTblog http://efllecturer.blogspot.com/

10. 10. If you could meet any famous person, dead or alive, who would it be and why? EFL SMARTblog http://efllecturer.blogspot.com/

11. 11. If you could have any car you wanted, which car would you choose? Would it be practical or flashy? EFL SMARTblog http://efllecturer.blogspot.com/

12. 12. If you could be famous, what would you like to be famous for? EFL SMARTblog http://efllecturer.blogspot.com/

13. 13. If you could ask God any one question, what would it be? EFL SMARTblog http://efllecturer.blogspot.com/

14. 14. If one song described your life, what song would it be? EFL SMARTblog http://efllecturer.blogspot.com/

15. 15. If the whole world were listening, what would you say? EFL SMARTblog http://efllecturer.blogspot.com/

16. 16. If a classmate asked you for the answer to a question during an exam while the teacher was not looking, what would you do? EFL SMARTblog http://efllecturer.blogspot.com/

17. 17. If you were offered a job with good pay in another part of the country, would you take the job? EFL SMARTblog http://efllecturer.blogspot.com/

18. 18. If you had one wish, what would you wish for? EFL SMARTblog http://efllecturer.blogspot.com/

19. 19. If you were going to a desert island and could only take three things with you, what would you take? Why? EFL SMARTblog http://efllecturer.blogspot.com/

20. 20. If you bumped your car into a parked car, would you leave your name and address? EFL SMARTblog http://efllecturer.blogspot.com/

21. 21. If you were the leader of your country, what would you change? EFL SMARTblog http://efllecturer.blogspot.com/

22. 22. If you could live forever, would you? Why or why not? EFL SMARTblog http://efllecturer.blogspot.com/

23. 23. If you could have any one supernatural power, which would you choose and why? EFL SMARTblog http://efllecturer.blogspot.com/

24. 24. If you could relive any moment in your life which moment would it be and why? EFL SMARTblog http://efllecturer.blogspot.com/

25. 25. If you were an English teacher, what would you do to improve your students' English? EFL SMARTblog http://efllecturer.blogspot.com/

26. 26. If you woke up one morning in another country surrounded by people who spoke no English and with only the clothes you slept in, what would you do? EFL SMARTblog http://efllecturer.blogspot.com/

27. 27. If you woke up in bed and saw a huge spider walking over to you, what would you do? EFL SMARTblog http://efllecturer.blogspot.com/

28. 28. If you were in the bank and somebody started to rob the bank, what would you do? EFL SMARTblog http://efllecturer.blogspot.com/

29. 29. If you could only listen to one song for the rest of your life, which song would you choose? EFL SMARTblog http://efllecturer.blogspot.com/

30. 30. If you were the President of the USA for a day, what would you do? EFL SMARTblog http://efllecturer.blogspot.com/

31. 31. If a friend or someone in your family committed a crime, would you report them to the police? EFL SMARTblog http://efllecturer.blogspot.com/

32. 32. If you could play one musical instrument really well, what would it be?

33. 33. If you could have your ideal job, what would it be? EFL SMARTblog http://efllecturer.blogspot.com/

34. 34. If you could change one event in your life what would it be? Why would you change it?

35. 35. If you could be another person, who would you like to be? Why? EFL SMARTblog http://efllecturer.blogspot.com/

36. 36. If you believed in something, would you break the law to defend it? EFL SMARTblog http://efllecturer.blogspot.com/

37. 37. If ... Use the 2 nd Conditional (If + Past, + Would) EFL SMARTblog http://efllecturer.blogspot.com/ Source of many of these questions http:// iteslj.org/questions/whatif.html

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Practise the 2nd conditional by answering these questions. For intermediate EFL students 1. If ... Use the 2 nd Conditional (If + Past, + Would) What would you do? What would you say? Where would you go? EFL SMARTblog http://efllecturer.blogspot.com/ 2. If you found a suitcase full of $1,000,000, what would you do?

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2ND CONDITIONAL FURTHER  PRACTICE, listen to the brief podcast and do the virtual exercises there 

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2ND CONDITIONAL FURTHER  PRACTICE, listen to the brief podcast and do the virtual exercises there 

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We use the second conditional in English to talk about unreal situations (or things we don't think will happen), and to talk about the possible results of these situations. It is made like this:

Here are some examples:

If we all recycled more, there would be a lot less waste in the world.

If I lived in Japan, I'd eat sushi almost every day.

A conditional sentence has two parts. The if part tells us about the unreal or unlikely situation. The would part tells us the possible results of this situation.

If I lived in Japan, ... (This is the imaginary situation.)

... I'd eat sushi almost every day. (This is the result of the imaginary situation.)

The two parts can come in any order. When the if part comes first in the sentence, we put a comma between the if part and the would part. You don't use a comma when the would part comes first.

If I had more free time, I would be more relaxed.

I would be more relaxed if I had more free time.

To do

Time to see if you recognise the different parts of second conditional sentences! Try our matching activity!

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BBC Learning English - Course: lower intermediate / Unit 24 / Session 2 / Activity 1

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We use the second conditional in English to talk about unreal situations (or things we don't think will happen), and to talk about the possible results of these situations. It is made like this: Here are some examples: If we all recycled more, there would be a lot less waste in the world.

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Results that better meet your needs

The Cambridge English Scale was developed in response to your feedback and aims to provide you with clearer and more detailed information on candidate performance.

Our exams on the Cambridge English Scale
B2 First, C1 Advanced and C2 Proficiency began reporting results on the Cambridge English Scale in January 2015. A2 Key, B1 Preliminary and Cambridge English Qualifications for business began reporting on the scale from February 2016.

The diagram below gives you an overview of where our exams sit on the scale and how they compare to one another, to IELTS, and to the CEFR.
Download a larger version of the Cambridge English Scale Benefits/key features:

Scores for each language skill - Students receive individual scale scores for the four skills (Reading, Writing, Listening and Speaking) plus a score for Use of English in certain exams. These scores replace the candidate profile, making it easy to specify the exact level of English you need.

Scores given on a single scale -The new scale makes it easier to interpret results, as scores are given on the same scale for each skill and for overall exam performance. The score for overall exam performance replaces the standardised score.

IELTS has been mapped to the scale - As the producer of IELTS, we can provide a reliable comparison between IELTS band scores and Cambridge English Scale scores. This makes it easy for you to align Cambridge English exams to your existing IELTS requirement.

All exams report on the same scale - Results across our range of exams report on the same scale, making it easy to understand how student performance on one exam relates to performance on another.

You'll need to update your requirements to ensure that candidates know they can use their Cambridge English Scale results when applying to your institution.

The score converter below will help you to set your requirements.

If you already accept our exams, you can input your current requirement and it will give you the equivalent Cambridge English Scale score.

Similarly, if you accept IELTS, it's now easier than ever to set an equivalent result. Simply input your IELTS requirement and the equivalent Cambridge English Scale score will be given.

You can embed the Cambridge English Scale score converter on your website, simply copy and paste the code below into your website:

Example requirements

Specify the Cambridge English exam and the scale score(s) you require.

Foundation/pre-sessional
B2 First (First Certificate in English)
Overall Cambridge English Scale score of 162.
No less than 154 in each skill.

Undergraduate/postgraduate
C1 Advanced (Certificate in Advanced English)
Overall Cambridge English Scale score of 185.
No less than 176 in each skill.

If you need any advice or guidance on setting your requirements, please do not hesitate to contact us at recognition@cambridgeenglish.org and we'll be able to help.

Setting your requirements

You can use our comprehensive guide to using our exams to help you decide which exam to accept, and at what level.
It includes:

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marking methodology and sample performance at various levels.

Download our guide to setting admissions requirements.

Comparing results
For further information about the methodology and analysis that informs the comparison of results between IELTS, the Cambridge English Scale and our exams, download our guide.

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cambridge english scale for education institutions

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cambridge english scale for universities

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The Cambridge English Scale for institutions

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The Cambridge English Scale was developed in response to your feedback and aims to provide you with clearer and more detailed information on candidate performance. Our exams on the Cambridge English Scale B2 First, C1 Advanced and C2 Proficiency began reporting results on the Cambridge English Scale in January 2015.

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Further practice exercises for Third Conditional

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Further practice exercises for Third Conditional

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Do this exercises as part of the homework please

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Students: Join a round of Quizlet Live here. Enter your game code to play on a computer, tablet, or phone. Good luck!

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Jamboard link to create you collage about your preferences

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Jamboard link to create you collage about your preferences

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Please find an image that represents: 2 hobbies, favourite music, favourite animal, one of your favourite books, one of your favourite films or Tv series, one country you would like to visit, favourite food

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GETTING TO KNOW EACH OTHER - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Richmond - The Big Picture B1+ Intermediate

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When I was a kid, we played outside with the other kids in the neighborhood with most of our free time. We also made the most of recess at school. We kept ourselves quite occupied without any of today's modern technologies. Listed below are some no-tech games that you may have enjoyed as a kid. I sure did. Some can be done indoors. Some can be done by yourself or with just one friend. But most of them are best when done outside with a group of people. Also, most of these games can be changed or improved by making up your own rules. Use your imagination!

Hide and Seek

Everyone has played this one. Most parents have played with their kids, since hiding and finding is a common interest of small children. I've heard of all kinds of variations on this game. Sometimes you count to twenty, sometimes ten, sometimes one hundred. Sometimes there is a home base that you can run to and tag, becoming "safe," sometimes you just wait to be found. The general idea is that one person is "it," that person closes his or her eyes and counts to a certain number without looking and then he or she tries to find the others. Number of Players: Ideally at least three. Equipment: None.

Kick the Can

This game is a variation of tag and hide & seek. One person or a team of people are designated as "it" and a can is placed in the middle of the playing area. The other people run off and hide while the "it" covers his or her eyes and counts to a certain number. "It" then tries to find everyone. If a person is tagged by "it", they go into a holding pen for captured players. If one of the un-captured players manages to kick the can, the captured players are released. The game is over once all the non-"it" players are in the holding pen. Number of Players: Ideally at least three. Equipment: A metal can.

Capture the Flag

This game is most fun when played with a large group. Split the group into two teams, each team having a flag or other marker at the team's base. The object of the game is to run into the other team's territory, capture their flag and make it safely back to your own territory. You can tag "enemy" players in your territory, sending them to your jail. They can be sprung from jail by a member of their own team running into your territory, tagging them and running back, with one freed person allowed per jail break. It is sometimes played that all the people in jail could hold hands and make a chain back toward their own territory, making it easier for members of their team to tag them. We also played a similar game called Steal the Sticks. It had almost the same rules, but several sticks were used instead of one flag. Number of Players: A large group. Equipment: Two flags or other markers.

Parachute

Fun for kids of all ages, this game involves a large round parachute, preferably with handles, with people holding the parachute all around the edges. It helps if someone is in charge telling people what to do. Players can just ruffle the parachute up and down a little bit, they can go all the way up and all the way down, or all the way up and then run underneath, sitting on the edge of the parachute, which can create a bubble of air with everyone inside. Players can also place light objects such as wiffle balls or beanbags on top of the parachute, and make them jump by ruffling the parachute. Also, one person can sit in the middle of the parachute and everyone ruffles it near the ground. If there is a smooth floor and a light child, the child can sit in the middle on top of the parachute and everyone else can walk partway around still holding the parachute edge. Then everyone pulls backward, spinning the child. There are countless variations. Number of Players: Depends on the size of the parachute, but usually eight to ten. Equipment: A play parachute. These aren't as hard to find as you would think. Try here and here.

Traffic Cop

This game works best on a street with little to no traffic, or in a large paved area of some kind. You need bikes, wagons, pedestrians, scooters or whatever is available. One person directs traffic to make sure kids don't run into each other. It is more fun than it sounds, and helps kids learn about waiting to cross the street and about traffic safety. Number of Players: A small group. Equipment: Bikes, wagons, scooters, anything on wheels.

Four Square

This ball game is played on a square court further divided into four smaller squares, numbered one through four. One player stands in each of the squares, with the highest ranked player in number one, lowest in number four. You bounce the ball among the players, bouncing once in the other person's square before that person catches it. When I played this as a kid, we had countless additional rules to choose from. The person in square one got to choose the rules. Anyone who violates the rules will have to move down in the ranking, or be eliminated with another player rotating in to square four. Number of Players: Four, unless you take turns. Equipment: A four square court or sidewalk chalk, a playground ball.

Hopscotch

Use some sidewalk chalk and make a hopscotch grid. Number the squares from one to nine. Pick a rock that is good for tossing. Small ones can bounce too much, and larger ones are hard to throw. Start by tossing the rock onto Square 1. Hop over the rock and hop with a single foot or both feet (to follow the hopscotch pattern) all the way to the end. Turn around and come back, stopping on Square 2. Balancing on one foot, pick up the rock in Square 1 and hop over Square 1 to the start. Continue this pattern with Square 2. And so on. If you toss your rock and miss the correct square, your turn is over. This game can be played with any number of people, but only one person can go at a time. If it's raining or dark or too cold, you can get indoor hopscotch mats or foam pieces, or just find a pattern on the floor to follow, perhaps using a beanbag instead of a rock. Number of Players: One at a time. Equipment: Hopscotch grid, rock or beanbag.

Jump-Rope and Double Dutch

One of the biggest ways I spent my recess time as a young girl was jumping rope. I got quite good at it for my age, both in speed and in skill. It was fun to jump by myself, but it was even more fun to have a long rope and jump with a couple of friends. That's where jump-rope rhymes come in. They turn a simple exercise into a fun game, to compete against yourself and others. Then there's double dutch. I was always in awe of the older girls who could do double dutch. The first time I tried it, I got tripped up almost immediately. However, once you understand how to do it, it isn't as hard as it looks. Number of Players: One for single jumping, three with a longer rope or for double dutch. Equipment: One or two jump-ropes.

Chinese Jump-Rope

This game requires three people, or just one or two people with really good chairs. It is easily done inside, assuming a sturdy floor. This game resembles regular jump rope in that you jump. A lot. But you jump in a pattern. Two people (or chairs) put their feet inside the rope and stretch them out, standing far enough apart for the third person to jump between them. The third person, or jumper, faces one of the people holding the rope and jumps in a pattern of left, right, inside, outside and on the ropes. What pattern you use is up to you, but all the players should use the same one. The game is started with the rope around the ankles. Once the jumper does the jump correctly, the rope is moved up to the calves. Then to the knees, then the thighs. Usually it doesn't get any farther than that. Once you miss, it is someone else's turn. Number of Players: Preferably three, but it can be done with one or two. Equipment: A stretchy-type rope or 5 to 6 meters of rubber bands tied together in a circle.

Jacks

This game can be played on any flat surface, indoors or out. The player scatters the jacks on the playing surface, often by just tossing them out of one hand, as if rolling dice. The ball is then tossed up, is allowed to bounce once, and is caught before the second bounce. The player tries to scoop up jacks and catch the ball with one hand before the ball's second bounce. The number of jacks to be picked up goes in order. First you pick up one ("onesies"), then two ("twosies"), then three and so on. There are many variations to the rules of this game including things like "pigs in the pen" and "double bounces." Jacks is one game I wish I had played as a girl, but it was much more common when my mom was a child. Number of Players: Any, taking turns. Equipment: A set of jacks and a small rubber ball.

Marbles

The general rules specify that you draw a circle in the sand or on the sidewalk, and then take turns trying to knock each other's marbles out of the circle with your one large marble. As with the other games, there are countless variations. I haven't played this game at length, though, because I always seem to hurt myself flicking the large marble into the ring! You can also use a marble mat which contains different point zones. Number of Players: At least two. Equipment: Chalk, large and small marbles.

Red Light, Green Light

With enough room, this game can easily be played inside. One person is the traffic light at one end, and the other players are at the other end. When the traffic light faces the group, he or she says, "Red light!" and everyone must freeze. The traffic light then turns his or her back and says, "Green light!" while the group tries to get as close to the traffic light as possible. The traffic light turns around quickly, again saying, "Red light!", and if anyone is spotted moving, they have to go back to the starting place. The first person to tag the traffic light wins and gets to be the next traffic light. Number of Players: A small group. Equipment: None.

Mother, May I

This game is set up in the same way as Red Light Green Light. One person in the group asks the person in the front, "Mother, may I take steps forward?" The person at the front then says, "Yes, you may." or "No, you may not." You can vary your requests by including options such as taking baby steps, spinning steps, leaps or whatever strikes your fancy. Again, the first person to tag the person in the front wins and is the next person in the front. Number of Players: A small group. Equipment: None.

Simon Says

This game can be played anywhere, even in a car or other small space. One person is Simon and starts by saying, "Simon says, '[insert action here]'. " Everyone must then do the action. However, if Simon makes an action request without saying, "Simon says" to begin the request, anyone who does that action is out. The last person still playing in the end will be Simon for the next round. Number of Players: A small group. Equipment: None.

Tag

It seems that everyone knows how to play tag, but just in case it wasn't in your childhood game playing repertoire, here is how you play. A group of kids decides who will start out as being "it." That person chases the other people around, trying to tag one of them with their hand. The newly tagged person is now "it." There is often the rule of "no tag-backs" where you can't tag the person who just tagged you. The game ends when everyone is tired of playing. Number of Players: Any size group. Equipment: None.

Shadow Tag

In this fun version of Tag, you tag each other's shadow with your feet instead of tagging their body. Thus, it must be played on a sunny day. The closer to noon, the greater the difficulty. Number of Players: A small group. Equipment: None.

Freeze Tag

This is a variation of Tag where if the person who is "it" tags you, you have to freeze where you are. Another participant can tag you to unfreeze you. Number of Players: A small group. Equipment: None.

TV Tag

A variation of Freeze Tag where the person unfreezing the frozen player has to call out a TV show title. That show then can't be used again during that game. Number of Players: A small group. Equipment: None.

Marco Polo

This variation of tag is played in a swimming pool. Whoever is "it" closes their eyes and yells "Marco!" The other players then yell "Polo!" The "it" person has to tag one of the others, and then that person is "it." Be sure to play in a pool that is not too deep for any of the players. Number of Players: A small group. Equipment: A swimming pool.

Blind Man's Bluff

A favorite game in Tudor and Victorian England, this game is yet another variation on tag. The person who is "it" wears a blindfold and tries to tag the other players. Be sure to play this in an area safe from obstructions and other hazards. Number of Players: A small group. Equipment: A blindfold.

Red Rover

Divide everyone into two teams, each forming a long line, holding hands, facing the other team. The two teams should be around 20 or so feet apart. The teams take turn calling out, "Red Rover, Red Rover, let come over!" That child leaves their team's line, runs as fast as they can toward the other line and tries to break through the held hands. If they break through, they get to take someone back to their team. If they don't, they join the new team. When a team only has one person left, that person tries to break through the other team. If they do not, then their team loses. If they do, they gain a player and play continues. Number of Players: Any decent size group. Equipment: None.

Heads Up, Seven Up

Dating back to at least the 1950s, this game is one we played in elementary school. In my experience, it was usually done in the classroom with everyone at their desk. To start the game, seven players go to the front and the teacher says, "Heads down, thumbs up!" Everyone still at their desk puts their head down, extends an arm and stucks their thumb up. The seven kids that were at the front go around and each press one person's thumb down. Then they all go back to the front of the room and the teacher says, "Heads up, seven up!" The players at the desks raise their heads and the seven whose thumbs were pressed down stand up. Each in turn names the person they think pressed down their thumb. If they are correct, they change places with the presser. Then the game can start again. Number of Players: Minimum of 14. Equipment: Desks at which to sit.

Spud

This outdoor game is a lot of fun. Every player gets a number and crowds around the person who is "it" for that round. "It" then tosses the ball straight up and the other players run away. As the ball reaches the top of its toss, "it" calls out the number of one of the other players and then runs away also. The player whose number was called must run back and catch the ball (or chase after it if it is bouncing around). Once that person has the ball, they yell, "Spud!" Then everyone else must freeze. The person with the ball must try to hit one of the players with the ball. If they do, that new person gets a letter (first S, then P, then U, then D) and is now "it." If they miss, the person who threw the ball is "it" for the next round. Number of Players: A small group. Equipment: Playground ball.

Button, Button, Who's Got the Button?

Played inside or outside, the group sits or stands in a circle and holds their hands together in front of them. One person takes the button and goes around the circle, pretending to put the button in someone else's hands. They actually deposit the button in one person's hands, but then continue the rest of the way around the circle, pretending to put it in everyone else's hands. Then going around the circle, each player tries to guess who has the button now. Before each person's guess, the group asks together, "Button, button, who's got the button?" Then the player can state their guess. Once the player with the button is finally guessed, that person distributes the button during the next round. Because a button is used in this game, be sure that all the kids playing are old enough so as to not choke on the button. In another version of this game (and the one that I am more familiar with), one child stands in the middle of the circle, and the button gets passed around the backs of the rest of the group. Those without the button pretend to pass it. When the passing stops, the player in the middle has to guess as to who actually has the button. Number of Players: Any size group. Equipment: A button.

Cat's Cradle

This incredibly portable game can be played anywhere. If you are playing alone, you can make various string shapes on your own hands. With two people, you can play a bit of a game, transferring the shapes back and forth and creating new ones. Learn from someone if you can, but otherwise there are some good books on the subject. Make your own string, or buy a book on how to do it, which often comes with a string! Number of Players: One or two. Equipment: A string, approximately 36 inches long, tied in a circle (length varies, so find one that works for you!).

Hand-Clap Games

The first hand-clap game most people have played is Pat-a-Cake with their parents. Songs and patterns get much more complicated from there. Usually there are two people involved, doing a series of clap patterns on their own and each other's hands while singing or chanting a rhythmic song. There are many rhymes listed online, but if you can learn from someone else or see it in a video, that is best, so that you can get the notes of the song and the rhythm of the clapping. From "Miss Mary Mack" to "Miss Susie" to "Say, Say, My Playmate," there are countless hand clap games to learn. Number of Players: Usually two, but creativity can allow for a third or fourth person. Equipment: None.

Crack the Whip

Though often played on ice while wearing skates in the winter, this game is much safer, though possibly less fun, when played on grass. All the players hold hands in a line. The person at one end of the line skates or runs around, changing directions quickly. The tail of the "whip" of players tends to get moved around with a lot more force than players closer to the front. The longer the tail, the harder it is to hold on. If the players at the end fall off the end of the tail, they can attempt to get back on, perhaps in a position closer to the front. Number of Players: A small group. Equipment: None.

Musical Chairs

In a circle, arrange chairs facing outward to total one fewer than the number of players. An additional player needs to be in charge of the music. When the music starts, the players walk around the chairs. When the music stops, players sit down in the nearest chair as soon as they can. The one player who does not have a chair is out. One of the chairs is then removed, and the game continues in this manner. The player that sits in the final chair is the winner. This game is traditionally played inside, but it can also be played outside with outdoor furniture and a portable music player. Number of Players: A small group. Equipment: Music player or person making music, chairs.

Telephone

This game is one in which most people end up laughing quite a bit, so if you're in the mood for silliness, give it a go. Players sit in a circle. One person thinks up a sentence or phrase and whispers it to the next person. That person repeats it to the person on their other side. This continues around the circle. When it finally reaches the last person, that person says the sentence out loud. Hilarity ensues. The ending sentence is usually quite changed from the beginning sentence, since errors tend to compound as they go around the circle. Number of Players: A small group. Equipment: None.

Freeze Dance

Choose one person to be in charge of the music. When the music starts, everyone else dances, the crazier the better. When the music stops, the dancers must freeze in their position. Anyone caught moving after that is out. Play continues until there is one person left, the winner. Number of Players: Any number. Equipment: Music player or person making music. You can find more activities in The Dangerous Book for Boys and The Daring Book for Girls, as well as some jump rope and hand clap rhymes.

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From perennial favorites Hide and Seek, Telephone and Capture the Flag to the less common Blind Man's Bluff, Spud and Crack the Whip, this list has something for everyone.

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Richmond - The Big Picture B1+ Intermediate

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IELTS está diseñado para poner a prueba la capacidad de lenguaje de las personas que quieren estudiar o trabajar donde se utiliza el idioma Inglés como lengua de comunicación. Más de 2,5 millones de pruebas se toman cada año.

Instituciones educativas, empresas, organismos de registro profesionales y departamentos gubernamentales de inmigración a menudo exigen una comprobación de competencia lingüística en inglés en sus procedimientos de contratación o de admisión. IELTS es ampliamente aceptado con dichos fines.

¿Por qué presentar IELTS? (en inglés)

En el sitio web de IELTS tiene a su disposición preguntas de prueba, información y material de apoyo.

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english qualification (certificación de inglés)

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cambridge english exams (exámenes cambridge english)

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IELTS - la prueba de inglés más conocida en el mundo | Cambridge English

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IELTS está diseñado para poner a prueba la capacidad de lenguaje de las personas que quieren estudiar o trabajar donde se utiliza el idioma Inglés como lengua de comunicación. Más de 2,5 millones de pruebas se toman cada año.

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H01-VIDEO QUESTIONS-The power of thought

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All the Conditionals review I wish and if only comes at the end of the ppt

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All the Conditionals review I wish and if only comes at the end of the ppt

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You can have further practice here about If only/ I wish + past simple

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You can have further practice here about If only/ I wish + past simple

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Wishes about the present or future

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Oxford University Press, English Language Teaching - elt.enquiry@oup.com

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Students >Solutions >Pre-Intermediate >Grammar >Exercise 2 - I wish ...

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HOMEWORK 17TH 2nd Conditionals and if only/ I wish

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HOMEWORK 17TH 2nd Conditionals and if only/ I wish

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STUDY

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2nd Conditional sentences, checked in class Student B

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2nd Conditional sentences, checked in class Student B

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Sentences to practice 2nd Conditional, checked in class Student A

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Sentences to practice 2nd Conditional, checked in class Student A

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Miro: the collaborative whiteboard platform for distributed teams

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Scalable, secure, cross-device and enterprise-ready team collaboration whiteboard for distributed teams. Join 7M+ users from around the world