DESCRIBING AND COMPARING PHOTOS

Steps: follow these steps in order to organise your description.
1. Introduction: mention what both photos are about (there is always one common theme in all the pairs of photos you´ll be describing)
2. Compare: explain similarities and differences between the photos. 
3. Speculate about the photos (you may also relate them to your own personal experience)
4. Answer the examiner´s question about the photos. 

Videos. Watch these videos to get some ideas:

Slideshare Presentation: describing and comparing photos

Rubric. 

Here are some useful phrases to use when comparing photos. Make sure you use a variety of different expressions.

The top picture shows...
The bottom picture shows...

In one photo there are...
In the other photo there are...

In the picture above it looks as if...
In the one below it looks like...

Both pictures show...
In both pictures there are...
They're both quite similar because they both show...

There are... in both photographs.

This picture shows... but that one...

In one respect the pictures are quite similar because...

One difference between the pictures is that...

The biggest difference between them is that this one... but the other one...

This one looks more ... than that.

Doing ... isn't so ... as...

In my opinion...
I'd say that...
I think...
It seems to me...
My view is that...

Another thing that's different is...
Something else that's different is...

They're alike in another way, too.

FOR AND AGAINST ESSAYS

A "for and against" essay is a formal piece of writing in which a topic is considered from opposing points of view. You should present both sides in a fair way by discussing them objectively and in equal detail. A good essay of this type should consist of:

a) an introductory paragraph in which you clearly state the topic to be discussed, without giving your opinion;
b) a main body in which the points for and against along with your justifications, examples or reasons are presented in separate paragraphs; and
c) a closing paragraph in which you state your opinion or give a balanced consid¬eration of the topic.

Note: Opinion words (I think, I believe, In my opinion, etc.) can only be used in the closing paragraph where you give your opinion on the topic.

USEFUL EXPRESSIONS:

• To list points:
Firstly, First of all, In the first place, To begin/start with, Secondly, Thirdly, Finally
• To list advantages:
One/Another/A further/An additional (major) advantage of… is … The main/greatest/first advantage of… is …
• To list disadvantages:
One/Another/ A further/An additional (major) disadvantage/drawback of. The main/greatest/most serious/first disadvantage /drawback of… Another negative aspect of…
• To introduce points/arguments for or against:
One (very convincing) point/argument in favour of… / against, A further common criticism of… / It could be argued that…..
often claimed/suggested
It is widely argued maintained that…..
generally felt/believed/held

Some/many/most people/experts/scientist/skeptics/critics
claim/suggest/argue/feel that…
maintain/believe/point out/agree/hold that…
advocate (+ing/noun)/support the view that…
oppose the view that…
are in favour of/against…
are of the opinion that/convinced that…
are opposed to…

• To add more points to the same topic:
in addition (to this), furthermore, moreover, besides, apart from, what is more, as well as, not to mention (the fact) that, also, not only … but also/as well, both … and, There is another side to the issue/question/argument of…
• To make contrasting points:
on the other hand, however, still, yet, but, nonetheless, nevertheless, even so,
it may be said/argued/claimed that,…
others/many people oppose this viewpoint/strongly disagree…, claim/feel/believe this argument is incorrect/misguided
although, though, even though, while, whilst, whereas, despite/in spite of (the fact that), regardless of the fact that
Opponents of … argue/believe/claim that…
The fact that… contradicts the belief/idea that…
While it is true to say that…, in fact…
While/Although …, it cannot be denied that…

Useful expressions and linking words/phrases
• To introduce examples:
for example, for instance, such as, like, in particular, particularly, especially, This is (clearly) illustrated/shown by the fact that… One/A clear/striking/ typical example of (this)… The fact that…. shows/illustrates that…
• To emphasise a point:
clearly, obviously, it is obvious, naturally, of course, needless to say, indeed
• To express reality:
In fact, the fact (of the matter) is, actually, in practice, it is a fact that, in effect
• To make general statements:
as a (general) rule, generally, in general, on the whole, by and large, in most cases
• To make partially correct statements:
to a certain extent/degree, to some extent/degree, in a way/sense, this is partly true (but), to a limited extent, there is some truth in (this), in some cases, up to a point
• To explain/clarify a point:
in other words, that is to say, this/which means that
• To express cause: owing to, due to (the fact that), on account of, on the grounds that, given that, because, as, since
• To express effect: therefore, thus, as a result/consequence, consequently, so, for this reason, if… were to happen, … the effect/result would be…
• To express intention: to, so as to, in order to, so that, with the intention of (+ing)

Useful expressions and linking words/phrases: Conclusion expressing balanced considerations/opinion indirectly
In conclusion,
On balance,
All things considered,
Taking everything into account/consideration,
To conclude,
To sum up,
All in all,
Finally/Lastly,

……………………. it can be said/claimed that …
……………………. it seems/appears that…
……………………. it would seem that…
……………………. it is likely/unlikely/possible/foreseeable that …
……………………. it is clear/obvious that…
…………………….. there is no/little doubt that …
…………………….. it is true to say that …
…………………….. although it must be said that …
……………………. it may be concluded/said that …

Useful expressions and linking words/phrases: Conclusion expressing opinion directly
In conclusion,
On balance,
All things considered,
Taking everything into account/consideration,
To conclude,
To sum up,
All in all,

…………………………… it is my belief/opinion that …
………………………….. I (firmly) believe/feel/think that …
…………………………… I am convinced that …
…………………………… I am inclined to believe that …
…………………………… I (do not) agree that/with …

ESSAY TOPICS

1. Are school uniforms beneficial?
2. Should animals be used for research?
3. Are cell phones dangerous?
4. Are law enforcement cameras an invasion of privacy?
5. Is child behavior better or worse than it was years ago?
6. Do violent video games cause behavior problems?
7. Should the alcohol drinking age be increased or decreased?
8. Is it okay for prisoners to vote?
9. Are there benefits to attending a single-sex school? 
10. Is homework harmful or helpful?
11. Should euthanasia be illegal?
12. Should marijuana be legal?
13. Do rich people need to pay more taxes?
14. Is public prayer okay in state/ public schools?
15. Are schools and teachers responsible for low test scores?
16. Is greater gun control a good idea?

REVISION EXERCISES. UNITS 5,6

RELATIVE CLAUSES
Relatives 1
Relatives 2
Relatives 3

CONDITIONAL SENTENCES
Conditionals 1
Conditionals 2

GERUNDS OR INFINITIVES
Gerunds / Infinitives

ORAL WORK: EXPRESSING OPINION

Your next task is to present and defend your opinion by giving arguments for or against an statement. 
1. Choose a topic from the list below:

1. Zoos are sometimes seen as necessary but not poor alternatives to a natural environment.  Discuss some of the arguments for or against keeping animals in zoos.
2. Imagine that your teacher wants to teach a new subject for the next few weeks.  Your teacher will take suggestions, and then let the students vote on the new subject. What subject should you choose?  Persuade the other students to vote for your choice.
3. Are actors and professional athletes paid too much?
4.  Should teachers have to wear uniforms or have a dress code?
5. Since the invention of nuclear weapons we have had a long period of GLOBAL peace and stability.  Are nuclear weapons global peacemakers or killing devices?
6. Should boys and girls be in separate classes?
7. Is the death penalty effective?
8. To what extent is the use of animals in scientific research acceptable?
9. What age is appropriate for dating?
10. Should student’s textbooks be replaced by notebook computers?
11. Should students be allowed to have cell phones in elementary and high schools?
12. Should wealthy nations be required to share their wealth among poorer nations?
13. Should money be spent on space exploration?
14. Is fashion important?
15. Are we too dependent on computers?
16. In your opinion what factors contribute to a good movie?
17. The destruction of the world’s forests is inevitable as our need for land and food grows.  Do you agree?
18. Many parents give their children certain chores or tasks to do at home. Should    children have to do chores or tasks at home? Be sure to explain why you    think it is a good idea or a bad idea. Include examples to support your    reasons.
19. Should the voting age be lowered to thirteen?
20. Should the government place a tax on junk food and fatty snacks?
21. Should more be done to protect and preserve endangered animals?
22. Should mothers stay home with their children?
23. Are teenage marriages a good idea?
24. Why do some people treat their pets as family members? Is this a good or bad thing?

2. Decide if you are going to argue FOR or AGAINST that topic.

3. Prepare a list of at least 5 convincing arguments with examples, evidence, general opinion or statistics to support your opinion.

4. Use  a wide variety of expressions for introducing your opinions.

Expressing opinions

BOOK / MOVIE REPORT

Your task is to talk to your classmates about a book you have read or a film you have seen. The talk will last for about 3-5 minutes and you will allow the audience to ask questions at the end.

Essential points

1. This is a talk, not an essay read out loud.
2. You must read the book/see the film you are going to talk about!.
3. Do not write a speech. Instead, make notes which will guide you when you speak. (Many speakers find index cards useful for their notes.)

1. The Structure of your Report
The following is a basic structure that should be successful for most books:

1. Title, autor/director, year of publication
2. Genre (What type of story is it? e.g. Young Adult, Humour, Ghost, Horror, Romance, Thriller, Sci-Fi, Fantasy)
3. The setting (Where does story take place? If it is not set in the present, say when … Is the setting important to the story?)
4. The main characters (describe them, comment on their personality, behaviour, relationships and how they change as a result of their experiences)
5. The plot (summarise what happens; do not bore your audience with every detail)
6. Conclusion (sum up what you liked about the book; possibly mention others in the same series or by the same autor/director)

         Body Language

You are going to give a talk – not read an essay out loud. You must look at your audience (make eye contact with every single person there!); turn your head from side to side; and change your facial expressions.

Voice
Your voice is a tool and you can use it either skilfully or clumsily.

1. Speak loudly enough for your audience to hear you without straining. Raise your head, take deep breaths, speak from your diaphragm. (Think of the person furthest from you and make sure they can hear you.)
2. Be confident: tell yourself that you know the book well and your audience probably don’t, so you’re the expert!. This confidence will help you to speak clearly.
3. Vary your voice: change the volume, stress and tone in different parts of your talk and even between words or sentences.

          Notes

1. Notes should be notes, not whole sentences or paragraphs – and certainly not an essay!
2. Make them big enough to glance at quickly.
3. If you write notes on numbered index cards or strips of paper, they will be easier to read. As you finish each card, move it to the bottom of the pile.

       Mark your transitions

1. A "transition" is the point where you move from one topic to another, or from one section of your talk to another. In a written book report, we can see the transitions because there are gaps between paragraphs - and possibly sub-headings as well. In a talk, however, we need to hear the gaps. You can mark your transitions in various ways:

1. Pause (in other words, stop speaking for about 5 seconds …)
2. State clearly that you have just finished one section and are about to begin another (e.g. "OK, so those are the main characters … And now I’d like to turn to the plot, in other words what happens in the story.")
3. Change your volume and tone of voice. If you just say "OK …" or "Right …" in a raised, emphatic voice, this signals to your audience that something different is about to come. Emphasise the first word heavily, but use a strong voice and raised tone for the whole sentence.
4. Use body language to mark the change. Most simply, you can raise you head and look round the whole audience; this should be a very definite movement, different from what came before it. However, you might even move your body – e.g. step forward or rearrange your cards very visibly.

     End on a clear, strong note

    Do not "fade away". Conclude your talk in a clear manner. For example, say what you liked about    the book or why you think others might like it. Speak clearly. Thank your audience for listening and ask (in a clear, confident voice) if they have any questions.

(Taken and adapted from: http://www.tesoltasks.com/BookTalk.htm)

NOW WATCH THIS BOOK REPORT AND GET SOME IDEAS!

UNIT 2 REVISION

PAST SIMPLE AND PAST PERFECT:
Exercise 1
Exercise 2
Test 1

PAST SIMPLE AND PAST CONTINUOUS
Exercise 3
Exercise 4
Exercise 5

ADJECTIVE SUFFIXES
Exercise 6
Exercise 7

VOCABULARY
Exercise 8

NEVER HAVE I EVER...

Watch this funny video in which Sheldon and Amy from The Big Bang Theory play Never Have I ever...

GRAMMAR EXERCISES

Check out these grammar explanations and exercises to practise before your exam.
There are also some tests at the end in case you want to see how well you master these contents.

PRESENT SIMPLE VS. PRESENT CONTINUOUS

PRESENT PERFECT VS. PRESENT PERFECT CONTINUOUS

WRITING INFORMAL EMAILS

Read this page before writing your email and make sure you follow the advice given.

Informal emails

Use this CHECKLIST to review your email. You will get extra points if you include all the following:

•  Organise your email into 4 different paragraphs.
  
• Use formulaic expressions to start and finish your email.
  
• Use informal words and expressions and a chatty style.
• Respond to all the questions in the email
  
• Use a variety of structures and verb tenses
• Use connectors to link ideas: and, because, therefore, however,..
  
• Check spelling and punctuation
• Use some of the vocabulary on unit 1
  

This is your TASK:

You have received this email from an English-speaking boy called Simon.

Hello,
I would like to get to know someone from your country and a friend has told me that you would like to practise your English. Perhaps we could email each other. Could you tell me a bit about yourself and your family? Could you suggest how we might meet sometime in the future?
Thanks,
Simon

Write your email in 140-190 words in an appropriate style.

MY TOP 3 FAVOURITES

This activity will help the teacher and your classmates get to know you a little bit better.

Choose one category from the list below:

CITIES, FOOD, SPORTS, FAMILY MEMBERS, WEEKEND ACTIVITIES, MUSICIANS, ACTORS, TV SHOWS, FILMS, SCHOOL SUBJECTS, CLOTHING STYLES, BOOKS, PAINTINGS, JOBS, PLACES TO GO, TYPES OF MUSIC, HOLIDAYS.

Be ready to come to class and share your top 3 favourites!!

-ED/-ING ADJECTIVES

ED/ING ADJECTIVES from martingmaria

ADJECTIVE SUFFIXES

ADJECTIVE SUFFIXES from martingmaria

PAST PERFECT

Past perfect from martingmaria

PAST SIMPLE AND PAST CONTINUOUS

Past simple vs past continuous from martingmaria