Lesson summaries April 2014

Wednesday, April 2nd

Again Morgan was your teacher. And here's his summary:

On Wednesday, we talked more about the weather in Cadiz. This city can have both high and low temperatures and it can feel different when the wind blows and when it’s calm. You told me about your favourite holiday destinations, including South America and the cities of Europe. We said there was a big difference between going to historic and rich places and, on the other hand, places where people are poor and there is a lot of misery.

In this part of the lesson, we learned about some important language use:
too much’ usually has a negative connotation
a lot’ usually has a positive connotation

We took whisky as an example: “I like whisky a lot” means you enjoy the drink. “I like whisky too much” means you may be an alcoholic!

We also discussed the earthquake in Chile and used it to show the difference between “I listen to the radio every morning” (listen usually describes a longer process) and “I heard about the earthquake on the news” (hear often describes getting one fact).


At the end, we studied  a text that described how a beach in Bali has changed because of tourism. Remember the past forms of ‘be’ are ‘was’ and ‘were’ – you will use them more in future lessons.

Monday, April 7th
This lesson was very interesting for its conversations. 

Very and too 
We started by looking at the difference between very and too.  In the last lesson with Morgan you had looked at the difference between too much and a lot.  The difference is similar. 

With too (+ adjective) and too much there is an idea that this is bad 
You drink too much whisky.   You arrived at the station too late - the train left five minutes ago! 

With very the meaning is more neutral.Very makes the adjective stronger, but it doesn't add any positive or negative value: 
very good, very bad,  very early, very late 

The ages of man
We talked about the way we talk about different ages. 
0 - 2 baby  - but we also use boy or girl too as the word baby is neutral, so baby boy, baby girl
2 - 8  child/children - and again girl and boy, for this age we often say "little children
8 - 13  child/children and we still use boy and girl as child is neutral too
13- 19 teenagers - and again boy and girl are important as teenager is neutral
19+  we continue to use boy and girl for young adults, but at some point boys and girls become men and women, when exactly this happens it's very difficult to say, it's a question of personal perspective and of maturity

note: when we talk about brothers and sisters, we use younger and older to translate menor and major. 

as... as...
Lourdes noticed this language in the book she is reading at the moment.  We looked at how it works in some common expressions: 
as good as gold
as clever as a fox
as stubborn as a mule
as clean as a whistle (and not the plate the host is served on at communion!)

You told me there is a Spanish song called "you are as tall and thin as your mother"  and you sang it to me. Thanks! 

To be born
We looked at the phrase I was born and noticed that it is different from other past verbs.  This is because it is a passive form (be + past participle):
I was born in Wales.  My nephew was born last week.  Were you born in Cádiz? 


From there we started on a long conversation that took us to the Roman Empire and many other places! 

Wednesday April 9th

Today's lesson was basically a review. We looked at what we studied over the last three months and what we want to study over the next three months. 

Here's a photo of the board:



Monday April 21st

The saying of the day:  "I'm all ears"

Today we reviewed the vocabulary from last term. We looked at parts of the house, rooms in the house, furniture and appliances (and we learned the words cutlery, spoon, fork and knife). And we talked about a lot of interesting things: 

the recipe for chickpeas and spinach (made with cumin
José Antonio's personal theory about the history of Andalusia
the curious social reality in Chiclana
the wonderful shrimps of Chiclana 

Here are a few word families we looked at during the lesson: 

conquer(ed) / conqueror /  conquest
invade(d) invader /  invasion
agriculture / agricultural
Moors  / Moorish
agree / agreement (a tacit agreement) 

I'll add the summaries of these stories here when you send them to me.  And next lesson we'll look at the other vocabulary areas (days, months, colours, parts of the face and body, places in town) and you can be the teachers.







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