1. PROFESORA DRA. JELENA BOBKINA
PRÁCTICOS febrero
PROFESORA DRA. JELENA BOBKINA

2. Practice 1 – Question 2 Madrid
3. Use of English
Complete the sentences with the correct form of the words in brackets

3. 1. He’s a property _______________: he buys lands or buildings in order to build new houses, shops, etc, or to improve the old ones, and makes a profit from doing this. (DEVELOP)
2. Government ministers met yesterday to discuss _______________ policy. (ECONOMY)
3. At the end of the 19th century, Britain was the most _______________ (INDUSTRY) society in the world.
4. Ben is very sensitive. He just can’t take _______________ (CRITICISE).
5. _______________ loved the film. (CRITICISE)
6. My time spent in the library was very _______________ (PRODUCE).
7. Faulty goods should be returned to the _______________ (MANUFACTURE)

4. 8. The average citizen in the _______________ world uses 155 kg
8. The average citizen in the _______________ world uses 155 kg. of paper per year (DEVELOP / INDUSTRY)
9. This new oven is highly _______________. (ECONOMY)
10. A stable economy is more likely to attract potential _______________ (INVEST)
11. An ecologist or an _______________ is someone who is concerned about the natural environment and wants to improve it and protect it. (ENVIRONMENT)
12. Environmental factors can accelerate the _______________ of certain cancers. (DEVELOP)
13. Japan has gone through a rapid _______________. (INDUSTRY)
14. It would be more _______________ to buy the bigger size. (ECONOMY)

5. 15. I don’t really like modern art but I bought it as an _______________. (INVEST)
16. She married a wealthy _______________. (INDUSTRY)
17. The minister was accused of being very _______________ with the truth. (ECONOMY)
18. Mass-produced goods or _______________ goods are made in large quantities, using machinery. (MANUFACTURE)
19. People in many _______________ countries are free of forms of cancer that are common in the West. (DEVELOP)
20. The novel Hard Times, by Charles Dickens, is set in an imaginary _______________ town named Coketown. (INDUSTRY)
21. The company has established its first _______________ base in Europe. (MANUFACTURE)

6. Practice 1 – Question 3 Madrid
4.- Use of English
Underline the correct words or phrases. In some sentences, two answers are correct.

7. 1. Some friends of ours had / had got / have had a nasty car accident last night.
2. She can’t call her husband because she doesn’t have / hasn’t got her mobile.
3. Did you have / Had you / Have you got a good time at your nephew’s wedding?
4. Why are you going to be late? Have you / Do you have / Have you got to go to the doctor’s?

8. 5. We had / had got / got our TV repaired last week, but it still doesn’t work.
6. If she had / have / had had a coffee, she wouldn’t have fallen asleep in the meeting!
7. I didn’t have to / hadn’t got to / hadn’t to wear a uniform when I went to school.
8. The boss didn’t have / hadn’t / won’t have heard the news yet, because he’s off sick

9. Practice 1 – Question 4 Madrid
5. Provide examples of activities to work on pronunciation with songs.

10. Songs provide examples of authentic, memorable and rhythmic language
Songs provide examples of authentic, memorable and rhythmic language. They can be motivating for students keen to repeatedly listen to and imitate their musical heroes. Here, we look at some aspects of pronunciation that can be focused on through songs.
Using songs to focus on sounds
Using songs to focus on words
Using songs to focus on connected speech

11. Using songs to focus on sounds
Sounds are the smallest unit from which words are formed and can be categorised as vowels and consonants.
As languages differ in their range of sounds, students have to learn to 'physically' produce certain sounds previously unknown to them. Learners can find sounds difficult to pick out, and may not see the point in focusing on them. However, incorrectly pronounced sounds strain communication.
Songs are authentic and easily accessible examples of spoken English. The rhymes in songs provide listeners with repetition of similar sounds. Students often choose to listen to songs time and again, indirectly exposing them to these sounds.
Why sounds are difficult?
How songs can help?

12. To focus learners on particular sounds, we create activities based on songs' rhymes.
Activity 1
We replace some of the rhymes in the song, with a gap. Students listen and fill the gaps, using the song to guide them. More analytically minded students can then categorise the words according to sounds. (From 'An Englishman in New York,' by Sting). Alternatively, we highlight differences between sounds, using the lyrics to show how changing one sound can alter meaning (minimal pairs).

13. Activity 2
We choose six words from a song from which minimal pairs can be created
heaven - even
hunger - anger
man - mad (From 'Imagine' by John Lennon)
We write the pairs separately on cards and give out one set per group of four or five students. The students then match the pairs. They then listen to the song and 'grab' the correct one. Choices are then checked against the lyrics.

14. Using songs to focus on words
Words are combinations of sounds which form together to give meaning. A word is uttered in syllables, usually one emphasised syllable (the stress) and the rest weak (unstressed).
Even when the same words exist in both languages, the number of syllables is not always identical. Each English word has its own stress pattern, with very complex 'rules' to guide learners. Weak syllables are central to English, though students often find this hard to believe. Moreover, focusing on these can result in over-emphasis (not weakening) of these syllables.
Words in songs fit the music, helping learners associate the number of syllables / stress in these words, with memorable rhythms. The relaxed atmosphere songs create can expose students to this difficult pronunciation area, without their realizing. Songs contain endless examples of weak syllables, helping to convince learners of the way English is pronounced.
Why are they difficult?
How song can help?

15. What we do To raise learners' awareness of the number of syllables / word stress, our activities target specific words, especially those where the music makes the stress patterns clearer.
Activity 3 We give out the lyrics, with certain words for students to guess the number of syllables, leaving a space by each word to write the number in. Students then listen, checking their predictions.
At higher levels, we repeat the activity, with students underlining the stressed syllable whilst listening. We then drill these words and sing or chant the whole song through.

16. Using songs to focus on connected speech
Connected speech is the natural way we speak, linking together and emphasising certain words, rather than each word standing alone. Contractions (two words forming one) are an extreme example of the way we connect speech, to the extent that the written form too is affected.
Students normally learn words individually and, especially at lower levels, tend to pronounce each word separately. Students frequently misconceive contractions as being 'incorrect', only used in 'slang’. Not all words within a phrase carry the same weight.
Songs, and especially the chorus, provide real and 'catchy' examples of how whole phrases are pronounced often to the extent that students find it difficult to pick out individual words. The music further emphasises the 'flow' of the words. Songs, like other spoken texts, are full of contractions. Students can be keen to reproduce this, in order to sing the song as they hear it.
Why is it difficult?
How song can help?

17. Activity 4 We rewrite the lyrics with the contractions in full form
What we do We use songs that have numerous contracted words to convince learners that contractions are natural in English.
Activity 4 We rewrite the lyrics with the contractions in full form
'I am wondering why'
'I cannot see'
Students listen, identifying the contracted words. On a second listening, they rewrite the words with the contractions
'I'm wondering why'
'I can't see'
This works even with the lowest level classes.

18. To help learners hear how words flow in phrases, we choose catchy tunes for learners to fit words to.
Activity 5
We play each line of the chorus, for learners to hum back until they get the rhythm. In groups, students then order the lines of the song on strips of paper by remembering the tune.
Other activities can focus on highlighting the strong words in phrases, and singing only these, replacing the rest with 'mmm'. Finally, students can practise and present their singing, for example for a 'song contest'.
Alternatively, more creative groups could write their own words to fit the tune.

19. Conclusion
There are no 'standard' songs for teaching pronunciation. Any song can be an example of different pronunciation aspects. However, we try to choose songs that are clear (use quality recordings where possible), not too fast, memorable, likely to appeal to our learners (possibly songs they already know) and easy to create activities for, depending on the area of pronunciation we are focusing on. Finally, a word of warning: songs are creative works, so be ready to justify the occasional 'mis-pronunciation' to your students!

20. Jingle Bells
Dashing through the snow In a one-horse open sleigh O'er the fields we go Laughing all the way Bells on bobtail ring Making spirits bright What fun it is to ride and sing A sleighing song tonight!
(chorus) Jingle bells, jingle bells, Jingle all the way. Oh! what fun it is to ride In a one-horse open sleigh. Jingle bells, jingle bells, Jingle all the way; Oh! what fun it is to ride In a one-horse open sleigh.

21. Practice 1 – Question 5 Madrid
6. What are the key competences? Number them.

22. According to the CEFRL (2001) and Organic Law for Improvement of Quality in Education 8/2013 of 9th December, we find 7 Key Competences which have to be developed across the whole course in every lesson plan.
1. Competence in Linguistic Communication.
2. Competence in Mathematics, Science and Technology.
3. Digital Competence
4. Learning to Learn.
5. Social and Civic Competences.
6. Sense of Initiative and Entrepreneurship.
7. Cultural Awareness and Expression.

23. The contribution of the English area to the development of the basic competences is that the study of a foreign language contributes to the development of the communication and linguistic competence in a direct way as L1 does.
Foreign Language learning adds an extra value if it includes a reflection over itself, enabling every student to identify how they learn best. That’s why in the year plan we should be able to find the self-assessment, a specific space of reflection on each one’s learning. Thus, this area contributes to the learning to learn competence.
This reflection favours the sense of initiative and autonomy competences, since it prepares the students to improve individually in the knowledge and usage of a language.

24. The aforesaid competences are nowadays related to the digital competence. ITs and communication offer the possibility to communicate in “real time” with anyone around the world and a quick Access to a great amount of data that grows every day. The knowledge of a FL brings the opportunity to Access that universe of information and communication.
So, according to the previous point, we can say that the FL Area contributes to the development of the social and civic competences. Learning a foreign language implies knowing the different speaking communities of that language. That learning must be treated in the class in order to awaken an interest for discovering other cultures and get on with other English speakers / learners, thus favouring respect and integration.
The English Area contributes to the development of the Cultural awareness and expression competence through the introduction of texts and literary models adapted to the proper level.

26. The Mixed-up Chameleon by Eric Carle
On a shiny green leaf sat a small green chameleon. It moved onto a brown tree and turned brownish. Then it rested on a red flower and turned reddish. When the chameleon moved slowly across the yellow sand, it turned yellowish. You could hardly see it.
When the chameleon was warm and had something to eat, it turned sparkling green. But when it was cold and hungry, it turned gray and dull.
When the chameleon was hungry, it sat still and waited. Only its eyes moved -- up, down, sideways -- until it spotted a fly. Then the chameleon’s long and sticky tongue shot out and caught the fly. That was its life. It was not very exciting. But one day… the chameleon saw a zoo.
It had never seen so many beautiful animals.
The chameleon thought: How small I am, how slow, how weak! I wish I could be big and white like a polar bear. And the chameleon’s wish came true.
But was it happy? NO!

27. I wish I could be as handsome as a flamingo.
I wish I could be smart like a fox.
I wish I could swim like a fish.
I wish I could run like a deer.
I wish I could see things far away like a giraffe.
I wish I could hide in a shell like a turtle.
I wish I could be strong like an elephant.
I wish I could be funny like a seal.
I wish I could be like people.
Just then a fly flew by. The chameleon was very hungry. But the chameleon was very mixed-up. It was a little of this and it was a little of that. And it couldn’t catch the fly.
I wish I could be myself.